2015 bhss english yearlevelplan yearsp-6 … hills state school d:\mtayl70\my...

$: 2015 BHSS English YearLevelPlan YearsP-6 … Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx$
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx

1 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland

BALD HILLS STATE SCHOOL

ENGLISH YEAR LEVEL PLAN (2015 Version 1 - Under Review) P–6



2015 Table of Contents English – Pedagogy (Classroom Instruction That Works) .................... 3 English – Student-centred Learning .................................................. 4 Whole-School Reading Map – Implementing ‘The Big 5’ ..................... 5 ‘The Big 5’ – Phonemic Awareness ................................................... 6

Phonemic Awareness Schedule .......................................................... 6

Phonemic Awareness Resources ........................................................ 7 Phonemic Awareness Evidence-base ................................................. 7

‘The Big 5’ – Phonics ....................................................................... 9 Phonics Schedule ................................................................................ 9

Phonics Resources .............................................................................. 9 Phonics Evidence-base ..................................................................... 10

‘The Big 5’ – Fluency ..................................................................... 11 Fluency Schedule .............................................................................. 11

Fluency Resources ............................................................................ 12

Fluency Evidence-base ..................................................................... 12

‘The Big 5’ – Vocabulary ................................................................ 13 Vocabulary Schedule ........................................................................ 13

Vocabulary Resources ...................................................................... 14

Vocabulary Evidence-base ............................................................... 14

‘The Big 5’ – Comprehension ......................................................... 16 Comprehension Schedule ................................................................. 16 Comprehension Resources ................................................................ 17 Comprehension Evidence-base ......................................................... 17

English Year Level Plans - 2015 ...................................................... 20 Year level plan — Prep 2015 – ENGLISH ...................................... 20

Curriculum intent ...........................................................................20 Content descriptions for Year Prep English ..................................23

Year level plan — Year 1 2015 – ENGLISH ....................................26

Curriculum intent ...........................................................................26 Content descriptions for Year 1 English ........................................30

Year level plan — Year 2 2015 – ENGLISH ....................................34 Curriculum intent ...........................................................................34 Content descriptions for Year 2 English ........................................38







Bibliography ................................................................................. 72 Appendix A – Reading Level Correlation Matrix ................................ 74 Appendix B – Exemplar Tier 2 Vocabulary List – S.T.R.I.V.E .............. 75



English – Pedagogy (Classroom Instruction That Works)



English – Student-centred Learning

Learning English – a student perspective

The programme for Bald Hills students will consistently consolidate our knowledge and skills from a conscious effort to an unconscious competence.

Consistency in our reading strategies, our comprehension strategies, and our learning strategies makes our learning more effective and efficient.

Learning English – a staff perspective

We strive to provide all our students at Bald Hills with a learning programme that consistently maintains each child in a ‘Goldilocks learning zone’ from

enrolment to leaving. This ‘zone of proximal development’ (Vygotsky) is not too hard and not too easy; it provides the level of support ‘just right’ for a

student to meet the challenge of the moment. With proscribed pedagogical techniques chosen from those recognised by research as most effective for

learners, we will respond to the data showing what the next step in our students’ learning path might be, and endeavour to maintain a consistent learning path

for them.



Whole-School Reading Map – Implementing ‘The Big 5’

Year Phonemic Awareness

Phonics Fluency Vocabul

ary

Comprehension

8 Reading Strategies 9 Comprehension Strategies

(Ped

ag

og

y, R

eso

urc

es &

Pro

gra

mm

es, p

urc

ha

sin

g p

rio

rity

)

SRA

Ph

on

emic

Aw

are

nes

s

Rea

d it

Ag

ain

Spel

ling

Ma

ster

y

Leve

lled

Lit

erac

y

Co

rrec

tive

Rea

din

g D

eco

din

g

Jolly

Ph

on

ics

Rea

din

g E

gg

s

Rea

din

g E

gg

spre

ss

Hu

mpt

y D

umpt

y Si

ght

Wo

rds

PM

rea

der

s (g

uid

ed r

ead

ing,

h

om

e re

adin

g)

Leve

lled

tex

ts (

guid

ed r

ead

ing

ho

me

read

ing)

Lite

racy

Pro

(Le

vel 3

0+)

Stu

dy

Lad

der

Ro

bu

st V

oca

bu

lary

Inst

ruct

ion

'Fro

nt-

end

' C2

C v

oca

bu

lary

list

s

Ma

gic

100

-300

exp

licit

tea

chin

g o

f re

adin

g

stra

tegi

es

‘Bea

nie

Ba

bie

s’;

Shar

ed &

Mo

del

led

Rea

din

g;

Big

Bo

oks

IWB

on

line

text

s D

aily

sch

edu

led

Gu

ided

Re

adin

g

Gro

up

ro

tati

on

s Le

velle

d R

ead

ers

Bee

tle

Bo

xes

Ever

yda

y B

oo

k B

oxe

s ex

plic

it t

each

ing

of

com

pre

hen

sio

n s

trat

egie

s R

ead

it A

ga

in

Shar

ed &

Mo

del

led

Rea

din

g

Spec

ific

Ski

ll Se

ries

Ma

kin

g C

on

nec

tio

ns

SRA

lab

s

Bra

in B

an

k

Tea

cher

-ma

de

PM

sh

eets

Rig

by

Co

llect

ion

s

Lite

racy

Co

mp

reh

ensi

on

Bo

xes

Prep Year Year One Year Two Year

Three 3 Year Four 4 Year Five 5 Year Six 6 SEP



‘The Big 5’ – Phonemic Awareness

Phonemic Awareness Schedule

Program Program Year Level SRA Phonemic Awareness Program Read it Again

Prep Term 1 Term 1 Introduced for whole-class lessons

Term 2 Term 2

Term 3 Term 3 Groups continued for students identified through First

Semester Prep Assessments – flagged for Student

Support Service intervention Term 4 Term 4

Year 1 Term 1 Terms 1-4 Groups continued for students identified through BHSS

Student Support Services referrals

goals and strategies tracked in OneSchool

Individual Curriculum Plan procedures

Term 2

Years 2-6 continued for students identified through BHSS Student Support

Services referrals

goals and strategies tracked in OneSchool Individual

Curriculum Plan procedures

Program Program Program Year Level Spelling Mastery Levelled

Literacy

Interventio

n

Corrective Reading Decoding

Year P Semester 2 Placement test – refer to assessment schedule Years P-6 continued for students identified through BHSS Student

Support Services referrals

goals and strategies tracked in OneSchool

Individual Curriculum Plan procedures

Year 1 Semester 1 A B C

Semester 2 A ½ B

Year 2 A B C D E F

Year 3 A B C D E F

Year 4 A B C D E F

Year 5 A B C D E F

Year 6 A B C D E F

Key: ICP (2+ below

Year Level) (1 below Year

Level) (At Year Level – ½

above Year Level) (1 below Year

Level) ICP (2+ above

Year Level)



Phonemic Awareness Resources

Program Explanation and References

SRA Phonemic Awareness Program

Read it Again

Spelling Mastery Levels A- F

Levelled Literacy Intervention

Corrective Reading & Decoding

Phonemic Awareness Evidence-base1

Phonemic awareness is commonly defined as the understanding that spoken words are made up of separate units of sound that are blended together when

words are pronounced. However, it can also be thought of as skill at hearing and producing the separate sounds in words, dividing or segmenting words into

their component sounds, blending separate sounds into words, and recognizing words that sound alike or different. It is defined by reading experts as the

ability to “focus on and manipulate phonemes in spoken words” (NICHD, 2000). For example, hearing and saying that the word cat has three sounds, or

phonemes /k/ /a/ /t/ is an example of phonemic awareness skill.

How Does Phonemic Awareness Help Young Children Learn to Read?

Phonemic awareness helps young children use more advanced ways of learning new words. Learning a new word involves forming a connection between

visual information about the word as it appears in print and its meaning, pronunciation, and other information that is stored in the child’s oral vocabulary.

This connection is what enables the reader to access information about the word stored in the brain when the word is encountered in print. Faster, stronger

connections help produce more proficient reading. In the more advanced phases of learning new words, phonemic awareness plays an important role in

making these connections.

How Can Teachers Help Students Develop Phonemic Awareness?

The National Reading Panel Report stated that “the extent of phonemic awareness needed to contribute maximally to children’s reading development does

not arise from incidental learning or instruction that is not focused on this objective” (NICHD, 2000, p. 2-33). Comprehension of main ideas of a spoken

message is demonstrated by restating or rephrasing key points. Therefore, it is important that teachers understand how to teach phonemic awareness. The

following points highlight key ideas for teaching phonemic awareness:

Assess the kinds of phonemic awareness tasks students are able to perform and plan instruction accordingly.

1 (Learning Point Associates, 2004)



Focus on one or two phonemic awareness skills.

Allocate a reasonable amount of time to phonemic awareness instruction

Emphasize segmenting words into phonemes.

Working with small groups of three to four children to teach phonemic awareness may be more effective than one-on-one tutoring.

Use letters when teaching about phonemes.

Connect phonemic awareness instruction to reading and writing.

Use manipulatives to help students acquire phonemic awareness.

Focus attention on how the mouth changes when pronouncing different phonemes.

Use spelling to teach phonemes.



‘The Big 5’ – Phonics

Phonics Schedule

Year Level Program Program Prep Jolly Phonics Reading Eggs

T

erm

1

Week 1 S, A, T

Ter

m 2

Y, X, ch

Ter

m 3

Magic ‘e’

Ter

m 4

Ai, ay, a-e Term 1

Week 2 I, P, N Sh, th th Ay, oy, ‘tough y’ Ee, ea, e-e

Week 3 C/K, E, H Qu, ou, oi, Ea Ie, igh, y, i-e Term 2

Week 4 R, M, D ue, er, ar Y, igh Oa, ow, o-e

Week 5 G, O, U Y, as, /ee/ Ow Ue, ew, u-e Term 3

Week 6 L, F, B Short vowels a, e, i Ir, ur Ou, ow

Week 7 Ai, J, ie Short vowels o, u Ew Oi, oy Term 4

Week 8 Oa, ee or ck Ph, as, /f/ Er, ir, ur

Week 9 Z, W, ng Double letters Soft c Ear, air, are

Week 10 V, oo oo Long vowels a, e, i Soft g

Year 1 Jolly Phonics Reading Eggs

Term 1

Term 2

Years 2-6 Jolly Phonics & Reading Eggs

Terms 1-4 continued for students identified through BHSS Student Support Services referrals

goals and strategies tracked in OneSchool Individual Curriculum Plan procedures

Phonics Resources

Program



Jolly Phonics

Jolly Phonics Sound Chart

Poster # 1

Jolly Phonics Sound

Chart Poster # 1

Reading Eggs

Reading Eggspress

Phonics Evidence-base2

We define phonics as a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language. For the English

language, these relationships are predictable, but not completely consistent. However, they are consistent enough to be very useful to young children in

helping them learn to decode unfamiliar words3.

What Is the Purpose of Phonics Instruction?

Phonics instruction is intended to help young readers understand and use the alphabetic principle. This principle says there is a systematic, if sometimes

irregular, relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds). Effective phonics instruction enables

children to use these relationships to read and spell words accurately and rapidly. Phonics instruction also serves as a memory aid that helps students

remember and apply rules and generalizations for matching sounds and letters.

Systematic Phonics

The research support for systematic phonics instruction extends back to the work of Jeanne Chall (1967). Her extensive review of the theory and practical

application of beginning reading instruction concluded that systematic phonics instruction that was initiated early in children’s school experiences seemed to

produce stronger reading achievement than instruction that began later and was less systematic. Since Chall’s early study of reading, the evidence to support

the use of systematic phonics instruction has continued to grow (Adams, 1990; Foorman et al., 1998). “Although differences exist, the hallmark of systematic


3 (Foorman et al., 1998).

https://team.oneportal.deta.qld.gov.au/sites/bhss/Document%20Library/_English%202013/Reading%20Posters/JollyPhonic-Sound-Chart-Posters.pdf




https://team.oneportal.deta.qld.gov.au/sites/bhss/Document Library/_English 2013/Reading Posters/JollyPhonic-Sound-Chart-Posters.pdf



phonics programs is that they delineate a planned, sequential set of phonic elements, and they teach these elements explicitly and systematically.” (NICHD,

2000, p. 2-99)

Findings cited in the National Reading Panel Report (NICHD, 2000) on the efficacy of systematic phonics instruction include the following:

Systematic phonics instruction was shown to produce substantial improvement in reading and spelling in kindergarten through sixth grade, especially

for younger children who were at risk of future reading failure and disabled readers. The contribution of systematic phonics instruction to reading

achievement was greater than that of programs that provided unsystematic phonics instruction and programs that included no phonics instruction.

Positive results were greater with younger students (kindergarten students and first graders), indicating that beginning systematic phonics instruction

early is helpful.

Systematic phonics instruction produced gains when used in a variety of grouping patterns such as one-on-one tutoring, small groups, and whole-

class instruction.

Gains in reading were demonstrated by children from all socioeconomic levels.

Systematic phonics instruction improved comprehension and showed an even greater impact on word recognition.

‘The Big 5’ – Fluency

Fluency Schedule

Day Monday Tuesday Wednesday Thursday Friday Group NMS C U2B A NMS C U2B A NMS C U2B A NMS C U2B A NMS C U2B A

Guided

Reading

Reading

Eggspress

Reciprocal

Reading

Marking & feedback on

reciprocal reading Sheets Reciprocal

Reading

Levelled

readers

PM 1-30 ‘home reader’

text exchange


text exchange


text exchange


text exchange


text exchange

(Weekly) library text exchange (PM >30)



Fluency Resources

Resource Centre Texts

Year 2 Early Chapter Readers (PM 20+) are currently boxed in sets in

plastic tubs

Year 3+ Lexile readers (Year 3+)

Fluency Evidence-base4

In a large-scale study of fluency (Pinnell, Pikulski, Wixson, Campbell, Gough, & Beatty, 1995) the National Assessment of Educational Progress reported

that almost half of the fourth graders tested were unable to read fluently. That same study identified a close relationship between fluency and comprehension.

That is, students who were low in fluency also showed difficulty comprehending what they read.

How Can Teachers Help Students Develop Greater Fluency?

Because of the benefits of fluent reading, it is important to look carefully at how fluency is developed. While practice is a key component of acquiring any

type of automatic behaviour, the question of what types of practice are most effective in developing reading fluency has a somewhat surprising answer.

Although there is a good deal of research that connects how much children read and their reading performance, this research does not prove which comes

first: reading skill or lots of reading (NICHD, 2000). For example, strategies that emphasize silent, independent reading have not been proven to produce

improvement in reading achievement (Carver & Liebert, 1995). So, to ensure that students continue to develop fluency, other forms of practice should be

included. Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD, 2000).




Repeated reading involves asking students to read and reread a passage or story. In studies of the effects of repeated reading, students have been required to

reread a story a certain number of times or until a specified level of fluency was reached. In a classroom setting, students might intersperse their repeated

readings with activities that give them an opportunity to respond to what they have read rather than merely reading the story or passage again and again.

As discussed earlier, at least part of the improvement in fluency produced by repeated reading may result from a shift in the reader’s emphasis from word

recognition to comprehension as he or she rereads the story or passage. During initial readings, the reader may be required to devote more working memory

to the task of decoding unfamiliar words. These efforts at word recognition build mental connections that enable the reader to recognize those words more

rapidly when they are encountered again. This allows more working memory to be used for comprehension during subsequent readings.

Guided repeated oral reading adds greater support for the reader to the strategy of repeated reading. This guidance or support may take the form of additional

modelling of what fluent reading sounds like, telling students unfamiliar words rather than having them sound the words out, having students read along with

a taped version of the story, or helping students see how words can be grouped into meaningful phrases. Direct support may come from fellow students,

parents, other adults, or the classroom teacher. Comparisons among different methods of providing guidance during repeated oral reading indicate that most

methods were successful in producing improvement in fluency (NICHD, 2000). However, one form of guided reading that has not been proven successful is

the practice of “round-robin” reading (Stalling, 1980). The primary flaw in round-robin reading is most likely the fact that it does not give students a chance

to improve their fluency by rereading the passage. Round-robin reading requires students who have read “their paragraph” to read along as other students

read subsequent paragraphs. They are not given an opportunity to read the same passage again with the benefit of guidance or feedback from their teacher.

Fluency improves when students can apply the guidance their teacher has provided in rereading the same passage.

‘The Big 5’ – Vocabulary

Vocabulary Schedule

Preparation Monday Tuesday Wednesday Thursday Friday Select a C2C text

sample for the week

to read out loud to

the class.

Make a list of Tier

Two words.

Select three to study

throughout the week.

Write each selected

word for the word

wall display.

Read Text Aloud

(15 minutes)

Pause to introduce

Tier Two words with

student-friendly

definitions

Direct student’s

attention to the new

words written on the

word wall

Say one word at a

Review, compare

and contrast

definitions

(5-10 minutes)

Ask the students to

read words out loud.

Think, pair, share

definitions

Provide examples of

the words in other

contexts.

Engaging Activities

(5-10 minutes)

Briefly review words

and definitions.

Quick Activities:

‘Word Associations’

(which goes with

what other words)

‘Have You Ever…?’

(personal contexts

for study words)

Wrap-Up

(5-10 minutes)

‘Show Me How You

Would Look If…’

(act it out)

‘Somewhere Else’

(other contexts for

word use)

‘Choices’ (would you

rather? Other

contexts for word

Quiz

(5 -10 minutes)

Short mix and match

assessment, or

multiple-choice

assessment

(read the questions

and choices as

students follow

along.)

Mark work, and



Consider explaining

each word in

everyday language

time

Ask the students to

repeat the word

Repeat the student-

friendly definition.

Explain that these

are the words you

want them to learn

this week.

‘Applause,

Applause!’ (clap for

how much you would

like to be described

by the word)

‘Idea Completions &

Sentence Stems’

(The cellar was cold

and dark because…)

use)

‘On the spot’

(students describe

situations where they

would have to use

the word)

provide feedback

Vocabulary Resources

Beck, I., & McKeown, M. Kucan, L., (2013); Bringing Words to Life: Robust Vocabulary Instruction (2nd

ed); Guildford Press.

Whole-school Pedagogy

Robust Vocabulary Instruction strategies

Associate new words with known words.

Use new words in a sentence.

Match definitions to new words.

Use new words in different contexts.

Provide students with multiple exposures to new words.

Vocabulary list examples

Tier 1 words Tier 2 words Tier 3 words

Magic 300 STRIVE list

Vocabulary Evidence-base5 Vocabulary is important in word recognition. Young readers use the pronunciations and meanings of words in their oral vocabulary to help them recognize

words they see in print. When children sound out an unfamiliar word, they use the trial pronunciation they have created to search their oral vocabulary. If

they find a match and it makes sense in the sentence, they resume reading. If the word is not in their oral vocabulary, they will have a difficult time

recognizing that word in print even if they are able to produce an accurate pronunciation by decoding.




Vocabulary also plays an important role in comprehension. Much of the research dealing with the effects of vocabulary instruction on comprehension has

involved children in upper-elementary grades and above; however, the findings have implications for improving comprehension in younger children as well.

These findings include support for two instructional practices that improve comprehension: ongoing, long-term vocabulary instruction (Beck, Perfetti, &

McKeown, 1982) and teaching vocabulary words prior to making reading assignments (Brett, Rothlein, & Hurley, 1996; Wixson, 1986).

Additionally, vocabulary is important for reading to learn as well as learning to read. Children need to understand the meanings of the words they read if they

are to learn from what they read (Nagy & Scott, 2000). Baker, Simmons, and Kameenui (1995) tell us that “vocabulary acquisition is crucial to academic

development.

Based on its extensive review of scientifically based reading research, the National Reading Panel (NICHD, 2000) suggested several implications for

vocabulary.

Vocabulary should be taught directly even though a great deal of vocabulary is learned indirectly.

Repeated exposure to new vocabulary is important.

New words are learned more effectively in a rich context.

Restructuring vocabulary tasks can help students learn new vocabulary.

Active engagement with vocabulary improves learning – This can include

o using new words in sentences

o matching words with definitions

o sorting examples and non-examples of new concepts

o discussing what new words mean with classmates

Processing New Words in Multiple Ways

Providing multiple ways for students to work with new words enhances their understanding of those words (McKeown et al., 1985; Stahl, 1991). Here are

several examples that are easy to use:

Associate new words with known words.

Use new words in a sentence.

Match definitions to new words.

Use new words in different contexts.

Provide students with multiple exposures to new words.



‘The Big 5’ – Comprehension

Comprehension Schedule

SRA Specific Skill Series – Nine Key Comprehension Skills

1. Identifying Cause and Effect Identifying Cause and Effect requires students to analyse information and determine the effect.

2. Compare and Contrast Comparing and Contrasting helps students practice identifying similarities and differences through stories and

pictures. It teaches students to pay attention to detail and then organize the information accordingly.

3. Drawing Conclusions Drawing Conclusions develops one of the most important interpretative skills by presenting students with the

most logical answer through the information provided.

4. Identifying Fact and Opinion Identifying Fact and Opinion helps students develop the important skill of understanding and recognizing the

difference between facts and opinion through the analysis of information to determine whether it can be researched

and proved or if it is a feeling or belief.

5. Finding Details Finding Details helps students develop skills in recalling details from a single reading by taking as much in as

possible. The material is structured so the story is one side and the questions on the reverse so there is no “looking

back” for the answer.

6. Getting the Main Idea Getting the Main Idea is designed to assist students in grasping the central thought of a short passage through the

use of key question words, topic words, place clues, space clues, turnabout clues and general and specific ideas.

7. Making Inferences Making Inferences is devised to develop one of the most difficult interpretative skills–arriving at a probable

conclusion from s limited number information.

8. Sequencing Sequencing establishes the important ability to determine time relationships–the order in which things happen.

9. Using Phonics Using Phonics helps students put sounds and other word elements to work to determine word meaning.

QAR (Many BHSS teachers have these skills)

1. Right There

2. Search and Locate

3. Author and Me

4. On My Own

Reciprocal Reading (co-operative learning to promote reading comprehension independence)

1. Predict

2. Clarify

3. Question

4. Summarise



Comprehension Resources

Specific Skill Series activity books

Reciprocal reading resources

Comprehension Evidence-base6

Effective teachers know that comprehension is the ultimate goal of reading instruction, and they are adept at helping students learn to apply appropriate

comprehension strategies as they read. Comprehension involves constructing meaning that is reasonable and accurate by connecting what has been read to

what the reader already knows and thinking about all of this information until it is understood. Comprehension is the final goal of reading instruction.

Good comprehenders do the following things:

They attribute successful comprehension to effort more than to ability. They believe they can understand what they read if they apply the right

comprehension strategies; however, they also believe that achieving this level of understanding requires effort, according to Carr and Borkowski (as

cited in Brown, 2002).

They use a range of comprehension strategies to deepen and enrich their understanding of what they are reading (Pressley, El-Dinary, & Brown,

1992).

They are aware of their own thinking processes, and they make conscious decisions to use different comprehension strategies as they read, especially

when they detect problems in understanding what they are reading (Baker & Brown, 1984).

What these proficient readers have in common is the use of comprehension strategies to help them understand more of what they are reading. The ability to

know when and how to use these strategies is essential to understanding different types of text such as stories, informational text, or poetry. Good readers

apply comprehension strategies without being directed to do so. They have become self-regulated in their use of these strategies.




What Are Comprehension Strategies?

Comprehension strategies represent many different ways of thinking about what has been read. They can be thought of as thinking strategies. They are ways

of thinking about what has been read that help readers go beyond understanding the surface meaning of the text. A short list of examples of comprehension

strategies includes comprehension monitoring, cooperative learning, using graphic and semantic organizers including story maps, answering questions about

what has been read, having students create their own questions about what they have read, using prior knowledge to connect what they read to what they

already know, and summarizing what they have read.

For children in kindergarten through second grade, comprehension strategies should be presented in very simple terms. For example, story maps are a

fairly complex way to represent a story’s structure graphically. Students who are not yet old enough to create story maps may draw a picture that translates

what they remember and understand from the story into graphic form. By simplifying comprehension strategies, teachers can begin to build younger

students’ thinking skills.

Effective Comprehension Strategies

Strategy Explanation

1. Using Prior

Knowledge.

The important role of background knowledge is cited by Harris and Hodges (1995) when they define reading as a process of

constructing meaning in which the reader connects prior knowledge with new information that is encountered in the text.

2. Generating

Questions.

Skilled readers use questions to focus their attention as they read or to connect what is in the text with their prior knowledge. The

National Reading Panel Report (NICHD, 2000) states that “without training, young readers are not likely to question themselves.

Nor are they likely to use questions spontaneously to make inferences” (p. 4-87). The extent to which teachers explain, model, and

provide practice in generating questions makes a difference in comprehension. Explicit, detailed instruction and sufficient

opportunity for students to practice generating their own questions improves comprehension and the ability to recall what has been

read (Davey & McBride, 1986; Pressley & Woloshyn, 1995).

3. Comprehension

monitoring.

Readers monitor their own comprehension of a text by noticing when they begin to lose the meaning of what they are reading.

When they realize they have lost the meaning, they can then apply one or more “fix-up” strategies such as summarizing what they

have read in their own words, looking back through what they have read, or reading ahead (Taylor & Frye, 1992). Comprehension

monitoring instruction is appropriate for students in second grade and above (NICHD, 2000).

4. Co-operative

learning.

This strategy places students with a partner or in a small group and provides clearly defined tasks that require the active

engagement of each student. In these activities, group members help each other increase their understanding of what has been read

by explaining the material in their own words (Klingner, Vaughn, & Schumm, 1998).

5. Graphic and

semantic

organizers.

Teaching readers to draw visual displays to organize the ideas found in what they are reading helps them remember what they read

and can produce stronger comprehension in subjects such as social studies and science (Armbruster, Anderson, & Meyer, 1991).



How Can Comprehension Strategies Be Taught Most Effectively?

Even though modelling a comprehension strategy is an effective approach, it is much more effective to use an explicit explanation along with modelling of

the strategy (Duffy, Roehler, Sivan, Rackliffe, Book, Meloth et al., 1987). Modelling may include a demonstration of how to use the strategy with only a

brief explanation. A more detailed explanation of what is involved in using the strategy is required in order for students to be able to apply it on their own.

Direct explanation is an instructional technique that makes the features of a comprehension strategy explicit and clear. Teachers focus their explanations on

what skilled readers actually do to improve comprehension, and how they determine which strategies to use in a specific situation. The goal is to help

readers understand what skilled readers do in trying to understand what they are reading, and to know when to use a particular strategy. Readers are then

able to select the “right tool for the job” and use it effectively.

How Can Teachers Use Direct Explanation to Help Students Acquire Comprehension Strategies?7

Key Teaching Strategy Explanation

1. It is important that students perceive the

strategy to be taught as something useful.

When students believe they have a real need to learn the strategy and they will benefit from applying

it, their attention and willingness to try out the strategy increase.

2. Immediate opportunities to use the

strategy in an appropriate reading task

are also important.

Waiting until tomorrow’s lesson to apply the strategy that was taught today allows much of the benefit

of direct explanation to fade.

3. Repeat the explanation and modelling of

how to use the strategy within the same

lesson presentation.

Hearing several times how a highly skilled reader uses the strategy allows students to develop a more

complete mental picture of how it works and to pick up the subtleties of the strategy as well as the

broad steps. The explanation should include what problems a skilled reader might face in using the

strategy and how such a reader would resolve them to better understand what has been read.

4. Opportunities to practice should transfer

responsibility to students gradually.

Multiple opportunities to practice a strategy should be accompanied by support and guidance from the

teacher that gradually transfers responsibility for applying the strategy to students. Support should be

readily available while students are just beginning to use a new strategy, but it should lessen as they

gain confidence in using the strategy. This may be structured so the teacher does most of the work in

applying the strategy at first, leaving the simpler steps for students to complete, but students should

gradually do more and more until they are applying the strategy successfully on their own.

5. Assess how well students understand the

content and how well they used the

strategy that was taught.

When students have had a chance to practice the strategy, check their comprehension of the content

and ask them to explain how they used the comprehension strategy to help themselves understand the

content. This helps students understand the importance of the strategy, and it provides a way to give

students feedback on its use.

6. Maintain a focus on the strategy while

teaching the content of the text.

It is helpful that students know and understand they are learning a comprehension strategy and

important content at the same time.

7 Duffy, G. (2002).



English Year Level Plans - 2015

Year level plan — Prep 2015 – ENGLISH

Cu

rric

ulu

m i

nte

nt

Year level description

In the Foundation year, students communicate with peers, teachers, known adults, and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.

Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry. ].

Achievement standard

By the end of the Foundation year, 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. They 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.

Students 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. When writing, students 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 lower-case letters.

Australian Curriculum: English for Prep(F)–10 Version 3.0 www.australiancurriculum.edu.au/English/Curriculum/F-10

[accessed on 28 September 2012].

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text

http://www.australiancurriculum.edu.au/Glossary?a=E&t=listen

http://www.australiancurriculum.edu.au/Glossary?a=E&t=read

http://www.australiancurriculum.edu.au/Glossary?a=E&t=view

http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal%20text





http://www.australiancurriculum.edu.au/English/Advice-on-selection-of-literary-texts




http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentence



http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20features



http://www.australiancurriculum.edu.au/Glossary?a=E&t=create




http://www.australiancurriculum.edu.au/Glossary?a=E&t=types%20of%20texts




http://www.australiancurriculum.edu.au/Glossary?a=E&t=concepts%20about%20print






http://www.australiancurriculum.edu.au/Glossary?a=E&t=phrase

http://www.australiancurriculum.edu.au/English/Curriculum/F-10



Se

qu

en

cin

g t

ea

ch

ing

an

d l

ea

rnin

g

TERM 1 2 3 4

Time allocation: min. 70 hrs

(7 hrs per week)


7 hrs per week)


(7 hrs per week)


(7 hrs per week)

Prep students engage in activities from the five contexts of learning — play, real life situations, investigations, routines and transitions, and focused learning and teaching.

Unit overviews Unit 1: Enjoying our new world

Students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused teaching and learning, play, real-life situations, investigations and routines and transitions.

Unit 2 Enjoying and retelling stories

Students will listen to and engage

with a range of literary and non-

literary texts with a focus on exploring

how language is used to entertain

through retelling events. They

engage in multiple opportunities to

learn about language, literature and

literacy within the five contexts of

learning — focused teaching and

learning, play, real life situations,

investigations and routines and

transitions. Students will sequence

events from a range of texts and

select a favourite story to retell to a

small group of classmates. Students

will prepare for their spoken retelling

by drawing events in sequence and

writing simple sentences.

.

Unit 3: Interacting with others

Students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. Students identify common visual patterns.

They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions.

Students will create and recite a rhyming verse to a familiar audience. They will listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.

Unit 4: Responding to text

Students will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text which includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions.

General capabilities and cross-curriculum priorities

Opportunities to engage with:




Key to general

capabilities and cross-curriculum priorities

Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical behaviour

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability



Ass

es

sm

en

t Assessment Evidence of student learning to be included in students’ portfolios may include:

observation of students’ learning demonstrations in small group activities

personalised checklists with anecdotal records

artefacts students produce that demonstrate capabilities

images (photographs), recordings (audio, video) of learning and development.

Week Unit 1: Exploring Our New World

Week Unit 2: Enjoying and retelling stories

Week Unit 3: Interacting with others

Week Unit 4: Responding to text

There is no summative

assessment of student

learning in this unit. Monitor

student learning through the

unit.

7-9 Retell a story

Oral

Students demonstrate

comprehension of, and

connection to a familiar story

through retelling events.

3-4

Create and recite a rhyme

Oral

Students listen to and

demonstrate knowledge of

rhyme through written and

spoken communication.

5

Reading and

comprehension

assessment

Students demonstrate

reading accuracy and

respond orally to

comprehension questions.

9-10

Responding to a rhyming

story

Poster/multimodal

presentation

Students clearly

communicate an opinion

about a familiar story and

identify the use of rhyme

within it.

6 Writing and drawing in

response to literature

Students create a letter to a

character from a familiar

story which includes

illustrations.

Ma

kin

g j

ud

gm

en

ts

Fe

ed

bac

k

Consistency of teacher judgments

Teachers discuss evidence of student learning gathered at specified times across the year. These discussions focus on children’s progress towards the Achievement standard for Foundation (Prep) outlined in the Australian Curriculum: English. Teachers determine future teaching and learning strategies for individuals and the cohort.



Content descriptions for Year Prep English Australian Curriculum: English for Prep (F)–10 Version 3.0

http://www.australiancurriculum.edu.au/English/Curriculum/F-10 [accessed on 28 September 2012].

Review for balance and coverage of Essential Learnings

Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Language variation and change Literature and context Texts in context

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Recognise that texts are

created by authors who tell

stories and share experiences

that may be similar or different

to students’ own experiences

(ACELT1575)

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

Language for interaction Responding to literature Interacting with others

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

Respond to texts, identifying

favourite stories, authors and

illustrators (ACELT1577)

Listen to and respond orally to

texts and to the

communication of others in

informal and structured

classroom situations

(ACELY1646)

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Share feelings and thoughts

about the events and

characters in texts

(ACELT1783)

Use interaction skills including

listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647)


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1426


http://www.australiancurriculum.edu.au/Glossary?a=E&t=author

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


http://www.australiancurriculum.edu.au/Glossary?a=E&t=context

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











http://www.australiancurriculum.edu.au/Glossary?a=E&t=speak

http://www.australiancurriculum.edu.au/Glossary?a=E&t=voice





Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Text structure and organisation Examining literature Interpreting, analysing, evaluating

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Identify some features of texts

including events and characters and retell events from a text (ACELT1578)

Identify some differences

between imaginative and informative texts (ACELY1648)

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

Recognise some different

types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

Read predictable texts,

practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

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)

Replicate the rhythms and

sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Use comprehension strategies

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

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Expressing and developing ideas Creating literature Creating texts

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

Retell familiar literary texts

through performance, use of illustrations and images (ACELT1580)

Create short texts to explore,

record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)


















http://www.australiancurriculum.edu.au/Glossary?a=E&t=phonic






http://www.australiancurriculum.edu.au/Glossary?a=E&t=comprehension%20strategies






http://www.australiancurriculum.edu.au/Glossary?a=E&t=digital%20texts












Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

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

Participate in shared editing of

students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

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

Produce some lower case and

upper case letters using learned letter formations (ACELY1653)

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

Construct texts using software

including word processing programs (ACELY1654)

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)

Sound and letter knowledge

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

Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)












http://www.australiancurriculum.edu.au/Glossary?a=E&t=write


http://www.australiancurriculum.edu.au/Glossary?a=E&t=onset%20and%20rime

http://www.australiancurriculum.edu.au/Glossary?a=E&t=onset%20and%20rime


http://www.australiancurriculum.edu.au/Glossary?a=E&t=syllable

http://www.australiancurriculum.edu.au/Glossary?a=E&t=phoneme





Year level plan — Year 1 2015 – ENGLISH

Se

qu

en

cin g

tea

ch

i

ng

an d

lea

rni

ng

TERM 1 2 3 4

Cu

rric

ulu

m i

nte

nt

Year level

description In Year 1, students communicate with peers, teachers, known adults and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.


Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.

Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

].

Achievement

standard By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience 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. They 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. When writing, students 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 lower-case letters.

Australian Curriculum: English for Year 1 (F)–10 Version 3.0 www.australiancurriculum.edu.au/English/Curriculum/F-10









































Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Unit overviews Unit 1: Exploring emotion in picture books

Students listen to, read, view and interpret written picture books, including stories from Aboriginal and Torres Strait Islander cultures. They identify emotive content and justify their interpretations of the stories.

Unit 2: Explaining how a story works

Students listen to,

read and view a

range of picture

books in order to

analyse and

explain a familiar

story.

Unit 3: Exploring characters in stories

Students listen to, read, view and interpret spoken, written and multimodal literary texts to identify some features of characters in these texts and to create character descriptions.

Unit 4: Engaging with poetry

Students listen to,

read and view a

variety of poems to

explore sound

patterns and

features of plot,

character and

setting. Students

recite a poem to

the class.

Unit 5: Examining language of communication — questioning

Students listen to, read, view and interpret texts with animal characters to explore how they reflect human qualities. Students create an animal character to be included in a literary text, and discuss their choices in an interview.

Unit 6: Retelling cultural stories

Students listen to,

read, view and

interpret picture

books and stories

from different

cultures. They

write, present and

read a retell of their

favourite story to an

audience of peers.

Unit 7: Creating digital procedural texts

Students listen to, read, view and interpret traditional and digital multimodal texts, to explore the language and text structures of instruction in literary and information contexts. Students create a digital multimodal presentation of a procedure from a literary context.

Unit 8: Creating digital texts

Students listen to, read, view and interpret a range of narrative texts to create a digital innovation on a favourite story. Students present a spoken justification about the choices for their innovation.






Key to general







Ass

es

sm

en

t Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio

should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.

Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8

Unit 1:

There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.

3 Unit 3: Reading and comprehension

Interview

Students demonstrate reading accuracy, fluency and comprehension of character development, by reading aloud and a reading record being completed.

4 Unit 5: Reading and listening comprehension Short answer questions Students listen to sounds in words from a story. Students comprehend the story ‘Wally the wombat works it out!’.

2 Unit 7: Reading and comprehension Interview Students demonstrate reading accuracy, fluency and understanding of the different purposes of texts.

5 Unit 2: Responses to picture books

Short answer questions

Students comprehend and

respond to picture books,

demonstrating knowledge and

understanding of text purpose,

structure and elements of

imaginative texts such as plot,

character and setting.

5 Unit 3: Create a character

description

Written

Students create a character description using writing and images.

5 Unit 5: Create and present a character

Oral Students create a character and discuss your choices in an interview.

5 Unit 7: Digital Multimodal Procedural Text

Poster/multimodal presentation Students create a digital multimodal procedure, combining and connecting written, visual and spoken elements.

8 Unit 4: Comprehending Poetry Exam/Test Students read, view or listen to a poem and identify language features and vocabulary used in poetry. Recognise literal and implied meaning in poems

10 Unit 6: Retell of a cultural story Poster/multimodal presentation Students write and present a retell of a traditional or cultural story

7 Unit 8: Written innovation

Students complete a written innovation on a story, using persuasive language in an imaginative context

9 Unit 4: Poem Recitation Oral

Students perform a recitation or

reading of a poem for a familiar

audience.



Ma

kin

g

jud

gm

en

ts

Fe

ed

bac

k


Teachers collaboratively make judgments about the comprehension of stories to achieve consensus and consistency.

Curriculum leader and teachers collaboratively:

review samples of student responses to the written description

(Unit 3) for consensus and consistency of teacher judgments

Curriculum leaders and teachers review judgments about sample responses to the reading and listening comprehension (Unit 5) to achieve consensus and consistency.

Curriculum leaders and teachers review judgments about sample responses for Unit 7 to achieve consensus and consistency.



Content descriptions for Year 1 English Australian Curriculum: English for Year 1 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10


Review for balance and coverage of content descriptions

Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)

Unit4

Unit7

Discuss how authors create characters using language and images (ACELT1581)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Unit4

Unit5

Unit6

Unit7

Unit8


Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Unit1

Unit4

Unit5

Unit7

Unit8

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Unit5

Unit7

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

Unit4

Unit6

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit8





















Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Explore different ways of

expressing emotions, including

verbal, visual, body language

and facial expressions

(ACELA1787)

Unit1

Unit4

Unit5

Unit7

Unit8

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Unit1

Unit4

Unit5

Unit6

Unit8


Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit2

Unit4

Unit5

Unit6

Unit7

Unit8

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Unit2

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit4

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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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 (ACELA1449)

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8


http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20structure












http://www.australiancurriculum.edu.au/Glossary?a=E&t=alliteration





http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20processing%20strategies


http://www.australiancurriculum.edu.au/Glossary?a=E&t=prediction

















Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Understand concepts about print

and screen, including how different types of texts are

organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

Unit4

Unit5

Unit6

Unit7

Unit8


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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Unit2

Unit3

Unit5

Unit6

Unit7

Unit8

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)

Unit1

Unit2

Unit3

Unit4

Unit6

Unit7

Unit8

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

Unit3

Unit6

Unit8

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

Unit1

Unit2

Unit3

Unit4

Unit6

Unit7

Unit8

Write using unjoined lower case and upper case letters (ACELY1663)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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 (ACELA1454)

Unit4

Unit5

Unit8

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

Unit3

Unit6

Unit7

Unit8




http://www.australiancurriculum.edu.au/Glossary?a=E&t=simple%20sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=simple%20sentence








http://www.australiancurriculum.edu.au/Glossary?a=E&t=grammar


http://www.australiancurriculum.edu.au/Glossary?a=E&t=noun

http://www.australiancurriculum.edu.au/Glossary?a=E&t=verb




http://www.australiancurriculum.edu.au/Glossary?a=E&t=narrative













Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Know that regular one-syllable 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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)

Unit2

Unit4

Unit5

Unit6

Unit7

Unit8

Sound and letter knowledge

Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit7

Unit8

Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Understand the variability of sound — letter matches (ACELA1459)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit8



http://www.australiancurriculum.edu.au/Glossary?a=E&t=morpheme


http://www.australiancurriculum.edu.au/Glossary?a=E&t=phoneme


http://www.australiancurriculum.edu.au/Glossary?a=E&t=digraph






Cu

rric

ulu

m i

nte

nt


In Year 2, students communicate with peers, teachers, students from other classes, and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.


Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.


By the end of Year 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 self-correct 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. They 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 text.

Students 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. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Australian Curriculum: English for Year 2(F)–10 Version 3.0

www.australiancurriculum.edu.au/English/Curriculum/F-10 [accessed on 28 September 2012].

















http://www.australiancurriculum.edu.au/Glossary?a=E&t=convention



























Se

qu

en

cin

g t

ea

ch

ing

an

d l

ea

rnin

g

TERM 1 2 3 4

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Unit overviews Unit 1: Reading, writing and performing poetry

Students read and listen to a range of poems to create an imaginative poetry reconstruction. Students present their poem or rhyme to a familiar audience.

Unit 2:

Stories of families and friends

Students will

explore texts to

analyse how

stories convey a

message about

issues that relate

to families and

friends. Students

will write a

biography about a

character from a

book and present

it in multimodal

digital form.

Unit 3:

Identifying stereotypes

Students read, view and listen to a variety of texts to explore how depictions of characters in print, sound and images create stereotypes. Students identify stereotypical characters in texts and create an alternative character description to present to an audience of peers.

Unit 4:

Responding persuasively to narratives

Students read, view and listen to a variety of literary texts to explore how stereotypes are used to persuade audiences. Students compare how the visual representations of a character are depicted differently in two publications of the same story and write a persuasive response giving reasons for a particular preference.

Unit 5:

Exploring procedural texts

Students listen to,

read and view a

range of literary

imaginative texts

that contain

certain structural

elements and

language features

that reflect an

informative text.

Students create,

rehearse and

present a

procedure in front

of their peers.

Unit 6:

Exploring

informative texts

Students read,

view and listen to

a range of stories

to create an

informative text

about an event in

a literary text.

Unit 7:

Exploring plot and characterisation in stories

Students explore a variety of stories including dreaming stories, pictures books, traditional tales and digital text to explore how stories use plot and characterisation to entertain and engage an audience. Students create a written imaginative event to be added to a familiar narrative with appropriate images that match the text. Students present their written event to their peers.

Unit 8:

Exploring narrative texts

Students read, view and listen to a range of stories from other cultures. They create a written retell of an event in the life of a person or character from one of the stories studied.








Key to general


Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability

Ethical behaviour Intercultural understanding


Ass

es

sm

en

t

Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.


4–5 Unit 1:

Playing with verse

Oral

Students create and present a reconstruction of a poem to a familiar audience.

4–5 Unit 3:

Written and spoken

presentation

Written/oral

Students create and present

to an audience of peers an

alternative description of a

stereotypical character.

Unit 5:

There is no summative assessment of student learning in this unit. Monitor student progress and learning through the unit.

3 Unit 7:

Reading comprehension assessment

Students read accurately and respond to comprehension questions with oral responses focusing on literal and inferred meaning.

3 Unit 2: Assessment 1 — Listening comprehension


Students respond to an oral reading of a story in short answer format.

2 Unit 4:

Reading and

comprehension

Interview

Students demonstrate reading accuracy and respond orally to comprehension questions.

4 Unit 6:

Reading comprehension


Students write responses

focusing on literal and

inferential meanings in a

selected text.

5 Unit 7:

Written narrative

Students write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text.

4 Unit 2: Assessment 2 — Imaginative biography

Written

Students create a biography about a character from a familiar picture book.

5 Unit 6:

Writing an informative text

Written

Students create an informative text from a narrative text.

Unit 8:

There is no summative assessment of student learning in this unit.



Ma

kin

g j

ud

gm

en

ts

Fe

ed

bac

k


Teachers moderate judgments about poem reconstructions (Unit 1) to achieve consensus and consistency.

Curriculum leader and teachers collaboratively review sample student responses to the reading comprehension for Unit 4 for consensus and consistency of teacher judgments.

Curriculum leaders and teachers review judgments about sample responses to the reading comprehension and written informative text (Unit 6) to achieve consensus and consistency of teacher judgments.



Content descriptions for Year 2 English

Australian Curriculum: English for Year 2 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10

[accessed on 28 September 2012]


Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

Unit2

Unit3

Unit5

Unit7

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Unit2

Unit3

Unit6

Unit7

Unit8

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

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8


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)

Unit3

Unit5

Unit7

Compare opinions about characters, events and settings in and between texts (ACELT1589)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

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 (ACELY1789)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

Unit1

Unit3

Unit5

Unit7

Unit8


http://www.australiancurriculum.edu.au/Glossary?a=E&t=mode

http://www.australiancurriculum.edu.au/Glossary?a=E&t=audience






















Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit1

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 self-correcting (ACELY1669)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Unit1

Unit2

Unit3

Unit4

Unit8




























http://www.australiancurriculum.edu.au/Glossary?a=E&t=visual%20features




http://www.australiancurriculum.edu.au/Glossary?a=E&t=layout




Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Unit1

Unit2

Unit3

Unit5

Unit6

Unit7

Unit8

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit1

Unit2

Unit7

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit7

Unit8

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

Unit2

Unit5

Unit7

http://www.australiancurriculum.edu.au/Glossary?a=E&t=compound%20sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=clause

http://www.australiancurriculum.edu.au/Glossary?a=E&t=conjunction






























Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)

Unit4

Unit5

Unit7

Unit8

Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8



http://www.australiancurriculum.edu.au/Glossary?a=E&t=syllabification



http://www.australiancurriculum.edu.au/Glossary?a=E&t=prefix

http://www.australiancurriculum.edu.au/Glossary?a=E&t=suffix







Cu

rric

ulu

m i

nte

nt


In Years 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.


Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions..


By the end of Year 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. They listen to others’ views and respond appropriately.

Students 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. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.

Students 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. They 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 write using joined letters that are accurately formed and consistent in size.

Australian Curriculum: English for Year 3 (F)–10 Version 3.0

www.australiancurriculum.edu.au/English/Curriculum/F-10















































Se

qu

en

cin

g t

ea

ch

ing

an

d l

ea

rnin

g

TERM 1 2 3 4

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Time allocation:

min. 35 hrs

(7 hrs per week)

Unit overviews Unit 1:

Analysing and creating a persuasive text

Students read, view and analyse digital and written persuasive texts. They complete a running record and reading comprehension and write short persuasive texts.

Unit 2:

Investigating characters

Students listen to,

view, read and

explore short

narratives, simple

chapter books or

digital stories to

explore the use of

descriptive

language in the

construction of

character.

Students read an

extract from a

novel and build

literal and inferred

meaning from the

text. They

express a point of

view about the

thoughts, feelings

and actions of the

main characters

in a novel.

Unit 3:

Exploring personal experiences through events

Students read

and listen to

imaginative,

informative and

persuasive texts

to identify the way

authors portray

experiences of an

event. Students

use

comprehension

strategies to build

literal and inferred

meaning about a

literary text.

Students write a

letter to persuade

the school

principal that an

event should be

celebrated at

school.

Unit 4:

Exploring procedure

Students listen to, read and view and analyse informative and literary texts and create a spoken procedure between two characters.

Unit 5:

Examining stories from different perspectives

Students listen to,

view, read and

compare a range

of stories, with a

focus on different

versions of the

same story. They

comprehend

stories and create

spoken retells of

stories from

alternative

perspectives.

Unit 6:

Examining imaginative texts

Students listen to,

read, view and

interpret

imaginative texts

from different

cultures. They

comprehend the

texts and explore

the text structure,

language choices

and visual

language features

used to suit

context, purpose

and audience.

They create a

multimodal

imaginative text.

Unit 7:

Reading, writing and performing poetry

Students listen to and read poetry about different places in Australia. Students create and perform a written poem that includes the use of imagery and sound devices.

Unit 8:

Reading, responding to and writing people’s stories

Students listen to,

read and view

informative and

imaginative texts

set in the past

about people and

their experiences.

They write a letter

to a student in the

future describing

a memorable

event in their life

and their hopes

for the future.






Key to general






Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability A

ss

es

sm

en

t



2 Unit 1:

There is no summative assessment of student learning in this unit. Monitor student progress and throughout this unit.

5 Unit 3:

Write a persuasive letter

Written

Students write a persuasive letter to their school principal requesting that celebrating the importance of family is as an annual event in the school calendar.

Unit 5:


5 Unit 7:

Creating and performing a poem

Students write a poem describing a familiar setting in Australia using the structure of a known poem and perform it in front of a familiar audience.

4 Unit 2:

Close reading of an extract

Exam/test

Students identify and explain

author’s use of language

and comprehend literal and

implied meaning in a text

excerpt.

2-3 Unit 4:

Dialogue presentation

Oral

Students create and present a dialogue between two characters from a story, where one character is telling another character how to do something.

4 Unit 6:

Reading Comprehension


Students comprehend a story drawing on knowledge of context, text structure and language features and to evaluate language and images in the text.

5 Unit 6:

Creating a multimodal text Poster/multimodal

presentation

Students create a multimodal text about overcoming a fear using images and language features.

Unit 8:


5 NAPLAN



Ma

kin

g j

ud

gm

en

ts

Fe

ed

bac

k


Teachers collaboratively make judgments about the spoken persuasive review (Unit 1) to achieve consensus and consistency.

Curriculum leader and teachers collaboratively:

make judgments about the persuasive letter (Unit 3)

make judgments about the creation and presentation of the

dialogue.

Curriculum leader and teachers review judgments about samples and responses to the reading comprehension and the multimodal narrative (Unit 6) to achieve consensus and consistency of teacher judgments.

Curriculum leader and teachers review student assessment folios for consensus and consistency of judgments for reporting.

Bald Hills State School: English Year level plan P–7 — 2015 Education Queensland


Australian Curriculum: English for Year 3(F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10

[accessed on 4 December 2012]


Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Unit7

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit1

Unit2

Unit3

Unit5

Unit7

Unit8


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 (ACELA1476)

Unit2

Unit3

Unit4

Unit7

Unit8

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Unit1

Unit2

Unit3

Unit5

Unit7

Unit8

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Unit1

Unit2

Unit3

Unit4

Unit6

Unit7

Unit8

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Unit1

Unit2

Unit3

Unit5

Unit7

Unit8

Develop criteria for establishing personal preferences for literature (ACELT1598)

Unit2

Unit3

Unit4

Unit6

Unit7

Unit8

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 (ACELY1792)

Unit2

Unit3

Unit4

Unit5

Unit7






http://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20view










http://www.australiancurriculum.edu.au/Glossary?a=E&t=evaluative%20language






47 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan

Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Unit4

Unit5

Unit7

Unit8


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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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)

Unit2

Unit3

Unit4

Unit5

Unit7

Unit8

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit7

Unit8

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Unit1

Unit3

Unit6

Unit8

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)

Unit5

Unit6

Unit7

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

Unit1

Unit2

Unit3

Unit4

Unit7

Unit8

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Unit1

Unit8

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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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

Unit2

Unit6





http://www.australiancurriculum.edu.au/Glossary?a=E&t=tense






























Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Unit2

Unit3

Unit4

Unit5

Unit7

Unit8

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Unit2

Unit6

Unit8

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Unit1

Unit3

Unit5

Unit6

Unit7

Unit8

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

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Unit4

Unit5

Unit7

Unit8

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Unit1

Unit3

Unit6

Unit7

Unit8

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

Unit6

Unit8

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Unit1

Unit2

Unit3

Unit5

Unit8

Use software including word processing programs with growing speed and efficiency to construct and edit texts

featuring visual, print and audio elements (ACELY1685)

Unit6

Unit8

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8



http://www.australiancurriculum.edu.au/Glossary?a=E&t=subject





http://www.australiancurriculum.edu.au/Glossary?a=E&t=visual%20features


















http://www.australiancurriculum.edu.au/Glossary?a=E&t=camera%20angle





http://www.australiancurriculum.edu.au/Glossary?a=E&t=modal%20verb










Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Recognise high frequency sight words (ACELA1486)

Unit4

Unit5

Unit6

Unit7

Unit8





Cu

rric

ulu

m i

nte

nt


In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.


Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.


By the end of Year 4, students understand that texts have different text structures depending on 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. They listen for key points in discussions.

Students 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 make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Australian Curriculum: English for Year 4 (F)–10 Version 3.0

www.australiancurriculum.edu.au/English/Curriculum/F-10









http://www.australiancurriculum.edu.au/Glossary?a=E&t=aesthetic


















http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures


http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features

http://www.australiancurriculum.edu.au/Glossary?a=E&t=audiences


















Se

qu

en

cin

g t

ea

ch

ing

an

d l

ea

rnin

g

TERM 1 2 3 4

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)


Investigating author’s language in a familiar narrative

Students read a

narrative and

examine and

analyse the

language features

and techniques

used by the

author. They

create a new

chapter for the

narrative for an

audience of their

peers.

Unit 2:

Examining humour in poetry

Students will

read and listen

to a range of

humorous

poems by

different

authors. They

will identify

structural

features and

poetic language

devices in

humorous

poetry. They will

use this

knowledge to

innovate on

poems and

evaluate the

poems by

expressing

personal

viewpoint using

evidence from

the poem.

Unit 3:

Examining traditional stories from Asia

Students read and

analyse traditional

stories from Asia.

They demonstrate

understanding by

identifying

structural and

language features,

finding literal and

inferring meaning

and explaining the

message or moral

in traditional stories

from Asia. For the

assessment task,

students write a

traditional story

with a moral or

message for a

younger audience.

Unit 4:

Understanding Aboriginal peoples’ and Torres Strait Islander peoples’ stories

Students listen to, read and view information and stories from Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They demonstrate an understanding of the stories by responding in speaking and writing identifying language features, ideas, relationships and messages in the stories. The Holistic Planning and Teaching Framework is used to support the understanding of the stories.

Unit 5:

Exploring recounts set in the past

Students listen to,

read and explore a

variety of historical

texts including

historical and literary

recounts written from

different peoples’

perspectives. There

are two monitoring

tasks: a reading

comprehension and

a spoken

presentation. In the

reading

comprehension task,

students answer

questions about

different historical

texts. In the spoken

presentation,

students will present

an account of events

in the role of a

person who was

around at the time of

January, 1788.

This unit

complements Year 4

History Unit 1.

Unit 6:

Exploring a quest novel

Students read and

analyse a quest

novel. In the first

assessment task,

students post

comments and

respond to others’

comments in a

discussion board

to demonstrate

understanding of

the quest novel. In

the second

assessment task,

students write a

short response

explaining how the

author represents

the main character

in an important

event in the quest

novel.

Unit 7:

Interpreting literary texts

Students listen to, read and view a range of nonfiction and multimodal persuasive product advertisements from different times. They demonstrate understanding of these persuasive texts through written and spoken responses. Students focus on techniques and language features used to persuade the product’s target audience and justify opinions to peers during a panel discussion.

Unit 8:

Designing persuasive texts

Students read and view a range of product packaging. Students demonstrate understanding through written responses to reading and viewing comprehension focusing on persuasive techniques used in breakfast cereal packaging. Students design and promote a breakfast cereal package using persuasive language and visual techniques.

General capabilities and cross-curriculum







priorities

Key to general







Ass

es

sm

en

t Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio

should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.


4–5 Unit 1:

Write a new chapter

Written

Students create an imaginative new chapter for a book.

5 Unit 3:

Write a traditional story which

includes a lesson or message for

a younger audience

Written

Students write a traditional story which includes a lesson or message for a younger audience.

Unit 5:

There is no summative assessment

in this unit. Monitor student learning

and progress throughout the unit.

4 Unit 7:

Listening and viewing comprehension: Advertisements

Students listen to and view advertisements and answer comprehension questions in writing.

5 Unit 2:

Reading comprehension: Interpret and evaluate a humorous poem

Exam/test

Students will identify structural features and poetic language devices in a humorous poem. They will analyse and evaluate how effective these are in creating a humorous poem.

5 Unit 4:

Informative multimodal presentation about an Aboriginal peoples’ or a Torres Strait Islander peoples’ story

Poster/multimodal presentation

Students create and deliver an informative multimodal presentation about an Aboriginal peoples’ or a Torres Strait Islander peoples’ story

4–5 Unit 6:

Online discussion posts

Written

Students write posts and respond

to others’ posts in an online

discussion board to analyse and

interpret a quest novel.

1 Unit 8:

Reading and viewing comprehension: Persuasive techniques in breakfast cereal packaging

Students demonstrate understanding of the persuasive language and visual techniques used in breakfast cereal packaging.

Unit 6:

Written response

Written

Students explain in writing how the author of a quest novel represents the main character in an important event.

Ma

kin

g j

ud

gm

en

ts

Fe

ed

bac

k


Teachers review teacher judgments about students’ humorous poems (Unit 2) to achieve consensus and consistency.

Curriculum leader and teachers collaboratively review sample student responses to theInformative multimodal presentation (Unit 4) for consensus and consistency of teacher judgments

Curriculum leader and teachers collaboratively make judgments about the assessment (Unit 6) to achieve consensus and consistency of teacher judgments.

Curriculum leader and teachers collaboratively make judgments about the assessment (Unit 8) to achieve consensus and consistency of teacher judgments.

Content descriptions for Year 4 English Australian Curriculum: English for Year 4 (F)–10 Version 3.0



http://www.australiancurriculum.edu.au/English/Curriculum/F-10 [accessed on 4 December 2012]


Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

Unit3

Unit4

Unit5

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Unit3

Unit4

Unit5

Unit6

Unit7

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

Unit5

Unit7


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 (ACELA1488)

Unit6

Unit7

Unit8

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Unit2

Unit3

Unit4

Unit5

Unit6

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 (ACELY1687)

Unit5

Unit7

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Unit5

Unit6

Unit7

Unit8

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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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 (ACELY1688)

Unit1

Unit3

Unit4

Unit5

Unit7

Unit8

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Unit1

Unit3

Unit4

Unit5

Unit8


http://www.australiancurriculum.edu.au/Glossary?a=E&t=Standard%20Australian%20English


















http://www.australiancurriculum.edu.au/Glossary?a=E&t=metalanguage








http://www.australiancurriculum.edu.au/Glossary?a=E&t=speak






Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit8

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)

Unit1

Unit5

Unit6

Unit7

Unit8

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Unit2

Unit5

Unit6

Unit7

Unit8

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Unit1

Unit3

Unit4

Unit5

Unit6

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 puns (ACELT1606)

Unit2

Unit7

Unit8

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)

Unit5

Unit6

Unit7

Unit8

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Unit1

Unit6

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)











http://www.australiancurriculum.edu.au/Glossary?a=E&t=connective



http://www.australiancurriculum.edu.au/Glossary?a=E&t=pun



















Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Unit5

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Unit5

Create literary texts by developing storylines, characters and settings (ACELT1794)

Unit1

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Unit1

Unit6

Unit7

Unit8

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

Unit1

Unit3

Unit4

Unit5

Unit6

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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)

Unit7

Unit8

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 (ACELY1697)

Unit1

Unit2

Unit3

Unit4

Unit8

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Unit3

Unit4

Unit5

Unit7

Unit8




http://www.australiancurriculum.edu.au/Glossary?a=E&t=verb%20groups

http://www.australiancurriculum.edu.au/Glossary?a=E&t=verb%20groups


http://www.australiancurriculum.edu.au/Glossary?a=E&t=prepositional%20phrases
















http://www.australiancurriculum.edu.au/Glossary?a=E&t=adverb


http://www.australiancurriculum.edu.au/Glossary?a=E&t=prepositional%20phrases




http://www.australiancurriculum.edu.au/Glossary?a=E&t=framing

http://www.australiancurriculum.edu.au/Glossary?a=E&t=salience










Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit8

Recognise homophones and know how to use context to identify correct spelling (ACELA1780)

Unit6

Unit8







Cu

rric

ulu

m i

nte

nt


In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction, and dramatic performances.


Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.


By the end of Year 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. They listen and ask questions to clarify content.

Students 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.

Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.


[accessed on 2 October 2012].








http://www.australiancurriculum.edu.au/Glossary?a=E&t=media%20texts






http://www.australiancurriculum.edu.au/Glossary?a=E&t=theme





http://www.australiancurriculum.edu.au/Glossary?a=E&t=figurative%20language




















Se

qu

en

cin

g t

ea

ch

ing

an

d l

ea

rnin

g

TERM 1 2 3 4

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)


Examining literary texts - fantasy novel

Students listen to, read and interpret a novel from the fantasy genre showing understanding of character development in relation to plot and setting. They demonstrate the ability to analyse the development of a main character through a written response.

Unit 2:

Creating fantasy

characters

Students continue to read and interpret a novel from the fantasy genre showing understanding of character development. In role as the author, they deliver a spoken presentation to explain the text structures and language features used to create one ‘good’ character and one ‘evil’ character.

Unit 3:

Examining media texts

Students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts. Students apply comprehension strategies, focusing on particular viewpoints portrayed in a range of media texts. They create a digital multimodal feature article, including written and visual elements, from a particular viewpoint.

Unit 4:

Examining characters in animated film

Students listen to, read, view and interpret a range of animations including film and digital texts. Students present a point of view about personal conflict and ethical dilemmas faced by fantasy characters through a panel discussion. They produce an animated story exploring a character’s behaviour when faced with an ethical dilemma.

Unit 5:

Appreciating poetry

Students listen to,

read and view a

range of poetry,

songs, anthems

and odes from

different times, to

create a folio of

responses

analysing

authors’ use of

language and its

impact on the

message and

ideas of text.

Unit 6:

Responding to poetry

Students listen to,

read and view a

range of poetry,

including

narrative poems,

to create a

transformation of

a narrative poem

to a digital

multimodal

narrative.

Unit 7:

Exploring narrative through novels and film

Students listen to, read and view films and novels with a range of characters involving flashbacks or shifts in time. They create a written comparison of a novel and the film version of the novel. They demonstrate understanding of positioning of characters in a chosen film through a viewing

comprehension.

Unit 8:

Reviewing narrative film

Students listen to and view narrative films and spoken, written and digital film reviews to create a written film review of a chosen film. Students express and justify opinions about the film during a panel discussion.








Key to general








Ass

es

sm

en

t



Unit 1:

There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.

3 Unit 3:

Comprehend a feature article

Exam/Test

Students interpret and analyse

information from a feature article.

Unit 5:

There is no summative assessment of student learning in this unit. Monitor student progress and

throughout this unit.

5 Unit 7: Written comparison

Students write a written comparison of the novel Storm Boy and the film

version of the novel.

4-5 Unit 2: Spoken presentation

Oral Students will adopt the role of an author, to explain to an audience how their choice of text structures and language features create contrasting fantasy characters.

4–5 Unit 3:

Create a multimodal feature article


Students select information and create a multimodal feature article that presents a particular point of view about an issue.

3–5 Unit 6: Digital multimodal narrative


Students write a digital multimodal narrative that includes ideas from the poem ‘Fur and Feathers’ by A.B Paterson.

Unit 8:

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit.

4–5 Unit 4: Short story animation

Multimedia

Students create a short story animation that focuses on two main characters’ behaviours when faced with an ethical dilemma. Engage viewers through a combination of visual images, spoken and written text, music and sound effects.

5 NAPLAN

Ma

kin

g

jud

gm

en

ts

Fe

ed

bac

k


Curriculum leader and teachers review teacher judgments about students’ spoken presentation (Unit 2) to achieve consensus and consistency.

Curriculum leader and teachers review teacher judgments about the multimodal transformation of a narrative poem (Unit 6) to achieve consensus and consistency of teacher judgments.

Curriculum leader and teachers review teacher judgments about student responses to the written comparison of a novel and film (Unit 7) for consensus and consistency.



Australian Curriculum: English for Year 5 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10



Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Unit3

Unit5

Unit6

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Unit4

Unit5

Unit6

Unit7

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)

Unit1

Unit3

Unit5

Unit6

Unit7

Unit8


Understand that patterns of

language interaction vary

across social contexts and

types of texts and that they help

to signal social roles and

relationships (ACELA1501)

Unit3

Unit8

Present a point of view about

particular literary texts using

appropriate metalanguage,

and reflecting on the

viewpoints of others

(ACELT1609)

Unit1

Unit4

Unit5

Unit6

Unit7

Unit8

larify 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

(ACELY1699)

Unit4

Unit7

Unit8

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Unit1

Unit3

Unit4

Unit5

Unit7

Unit8

Use metalanguage to

describe the effects of ideas,

text structures and language

features on particular

audiences (ACELT1795)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Unit5

Unit6

Unit7

Unit8

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Unit2

Unit4

Unit8









http://www.australiancurriculum.edu.au/Glossary?a=E&t=idiomatic%20expressions

http://www.australiancurriculum.edu.au/Glossary?a=E&t=idiomatic%20expressions


























Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Recognise that ideas in

literary texts can be conveyed

from different viewpoints,

which can lead to different

kinds of interpretations and

responses (ACELT1610)

Unit2

Unit5

Unit6

Unit7

Unit8

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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 (ACELA1505)

Unit1

Unit2

Unit3

Unit5

Unit6

Unit7

Unit8

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

Unit1

Unit5

Unit6

Unit7

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

Unit2

Unit3

Unit4

Unit7

Unit8

Understand how the

grammatical category of

possessives is signalled

through apostrophes and how

to use apostrophes with

common and proper nouns

(ACELA1506)

Unit3

Unit4

Unit5

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

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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)

Unit6












http://www.australiancurriculum.edu.au/Glossary?a=E&t=prediction



http://www.australiancurriculum.edu.au/Glossary?a=E&t=personification







http://www.australiancurriculum.edu.au/Glossary?a=E&t=scanning












Understand the difference

between main and subordinate

clauses and that a complex

sentence involves at least one

subordinate clause

(ACELA1507)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Create literary texts using

realistic and fantasy settings

and characters that draw on

the worlds represented in

texts students have

experienced (ACELT1612)

Unit4

Unit5

Unit6

Plan, draft and publish

imaginative, informative and

persuasive print and

multimodal texts, choosing

text structures, language

features, images and sound

appropriate to purpose and

audience (ACELY1704)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Create literary texts that

experiment with structures,

ideas and stylistic features of

selected authors

(ACELT1798)

Unit6

Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Unit3

Unit5

Unit7

Unit8

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)

Unit4

Unit6

Unit7

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Understand the use of

vocabulary to express greater

precision of meaning, and know

that words can have different

meanings in different contexts

(ACELA1512)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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 (ACELY1707)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

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

Unit1

Unit2

Unit3

Unit4

Unit6

Unit7

Unit8

Recognise uncommon plurals, for example ‘foci’ (ACELA1514)

Unit8


http://www.australiancurriculum.edu.au/Glossary?a=E&t=complex%20sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=complex%20sentence



















http://www.australiancurriculum.edu.au/Glossary?a=E&t=stylistic%20features










http://www.australiancurriculum.edu.au/Glossary?a=E&t=handwriting













Se

qu

en

cin g

tea

ch

i

ng

an d

lea

rni

ng

TERM 1 2 3 4

Cu

rric

ulu

m i

nte

nt


In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.


Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.


By the end of Year 6 students explore connections between their own experiences and those of characters in a variety of contexts in literature. In discussion and in writing they share key characteristics of texts by different authors, and the variations in ways authors represent ideas, characters and events. They analyse and explain how specific structures, language features, and simple literary devices contribute to the main purposes of texts and their effects on readers and viewers.

They identify and record key points to clarify meaning, and distinguish between relevant and irrelevant supporting detail. They listen to and respond constructively to others’ opinions by offering alternative viewpoints and information. They select relevant evidence from texts to support personal responses and to develop reasoned viewpoints. They compare and accurately summarise information on a particular topic from different texts, and make well-supported generalisations about the topic.

Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They organise longer written texts by using paragraphs on particular aspects of the topic. They clarify and explain how choices of language and literary features were designed to influence the meaning communicated in their texts. They plan and deliver presentations, considering the needs and interests of intended audiences and purposes. They collaborate with others to share and evaluate ideas and opinions, and to develop different points of view. They discuss and compare personal opinions about literary texts, and respond constructively to others’ opinions.


[accessed on 2 October 2012].























http://www.australiancurriculum.edu.au/Glossary?a=E&t=figurative%20language




http://www.australiancurriculum.edu.au/Glossary?a=E&t=contexts


http://www.australiancurriculum.edu.au/Glossary?a=E&t=authors

http://www.australiancurriculum.edu.au/Glossary?a=E&t=authors







http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal+texts



http://www.australiancurriculum.edu.au/Glossary?a=E&t=complex+sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=complex+sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentences


http://www.australiancurriculum.edu.au/Glossary?a=E&t=point+of+view




http://www.australiancurriculum.edu.au/Glossary?a=E&t=points+of+view





Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)

Time allocation:

min. 30 hrs

(6 hrs per week)


Short stories

Students listen to

and read a range of

short stories by

different authors.

They investigate

and compare

similarities and

differences in the

ways authors use

text structure,

language features

and strategies to

create humorous

effects. Students

complete a

comprehension

task about a

particular short

story and other

short stories they

have read.

Unit 2:

Writing a short story

Students read and view short stories, and write a short story about a character who faces a conflict. Students will also reflect on the writing process when making and explaining editorial choices.

Unit 3:

Examining advertising in the media

Students read, view and listen to advertisements in print and digital media. They understand how text features and language combine to persuasive effect. They demonstrate their understanding of advertising texts’ persuasive features through written responses to comprehension questions, the creation of their own digital multimodal advertisement and an explanation of creative choices.

Unit 4:

Exploring news reports in the media

Students listen

to, read and view

a variety of news

reports from

television, radio

and internet.

Students identify

and analyse bias

and the

effectiveness of

language

devices that

represent ideas

and events and

influence an

audience. They

create an

analytical

response to a

news report.

Unit 5:

Interpreting literary texts

Students listen to,

read and view

extracts from

literary texts set

in earlier times.

They

demonstrate their

understanding of

how the events

and characters

are created within

historical

contexts. They

create a literary

text that

establishes time

and place for the

reader and

explores personal

experiences.

Unit 6:

Exploring literary texts by the same author

Students listen to

and read novels

by the same

author to identify

language choices

and author

strategies used to

influence the

reader. They will

compare two

novels by the

same author to

identify aspects of

author style.

Students will

prepare a

response

analysing author

style in the novel,

and participate in

a panel

discussion.

Unit 7:

Comparing texts

Students listen to, read, view and analyse literary and informative texts on the same topic. They identify the author’s message and compare the effects of language, structural and visual features on the audience. They compare selected texts persuading others to a particular point of view during a debate.

Unit 8:

Transforming a text

Students read and compare literary and informative texts such as websites or information books that deal with a sustainability issue. Students transform an informative text into a literary text for younger audiences.






Key to general







Ass

es

sm

en

t Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The

folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.


Unit 1:

There is no summative

assessment in this unit.

Monitor student learning

and progress throughout

the unit.

3 Unit 3:

Reading comprehension

Exam/Test

Students view, read and

comprehend two advertisements

about tourist destinations. They

analyse and interpret the way

language features and text

structures combine for persuasive

effect and make comparisons

between the two texts. They

answer questions in multiple choice

and short answer format.

6 Unit 5:

Letter to the Future

Written

Students write a letter to a

student at your school in the

future to evoke a sense of

time and place.

5 Unit 7:

Debate

Students present a convincing argument in a debate.

4–5 Unit 2:

Short story Written

Students:

write a short story about a character that faces a conflict.

reflect on the writing process and editorial choices.

4–5

Unit 3:

Multimodal advertisement

Poster/Multi-modal presentation

Students plan and create a multimodal advertisement to persuade viewers to promote a holiday destination.

6 Unit 6:

Panel discussion

Oral

Students participate in a

panel discussion to analyse

and evaluate the style of an

individual author.

3–5 Unit 8:

Transforming a text

Students transform an informative text about a sustainability issue into a literary text.

4–5 Unit 4:

Analytical response to a news report

Written

Students will create an analytical response that examines and evaluates the language features that represent ideas and events and influence an audience in a news report.



Ma

kin

g

jud

gm

en

ts

Fe

ed

bac

k Consistency of

teacher judgments To achieve consensus and consistency, curriculum leader and teachers review teacher judgments about the short story (Unit 2).

Curriculum leader and teachers collaboratively review sample student responses to the reading comprehension (Unit 3).

Teachers collaboratively review student folios to achieve consensus and consistency of teacher judgments.

Curriculum leader and teachers review teacher judgments about student responses to the multimodal transformation (Unit 8) for consensus and consistency.

Content descriptions for Year 6 English Australian Curriculum: English for Year 6 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10



Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4


Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Unit5

Unit6

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

Unit1

Unit2

Unit5

Unit6

Unit7

Unit8

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

Unit3

Unit4

Unit7

Unit8


Understand that strategies for

interaction become more

complex and demanding as

levels of formality and social

distance increase (ACELA1516)

Unit5

Unit6

Unit7

Unit8

Analyse and evaluate

similarities and differences in

texts on similar topics, themes

or plots (ACELT1614)

Unit1

Unit2

Unit3

Unit7

Unit8

Participate in and contribute to

discussions, clarifying and

interrogating ideas,

developing and supporting

arguments, sharing and

evaluating information,

experiences and opinions

(ACELY1709)

Unit4

Unit5

Unit6

Unit7


















Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Understand the uses of

objective and subjective

language and bias

(ACELA1517)

Unit4

Unit5

Unit6

Unit7

Identify and explain how

choices in language, for

example modality, emphasis,

repetition and metaphor,

influence personal response

to different texts (ACELT1615)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

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 (ACELY1816)

Unit7

Unit8

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 (ACELY1710)


Understand how authors often

innovate on text structures and

play with language features to

achieve particular aesthetic,

humorous and persuasive

purposes and effects

(ACELA1518)

Unit1

Unit2

Unit3

Unit7

Unit8

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)

Unit2

Unit7

Unit8

Analyse how text structures

and language features work

together to meet the purpose

of a text (ACELY1711)

Unit1

Unit2

Unit3

Unit4

Unit7

Unit8

Understand that cohesive links

can be made in texts by

omitting or replacing words

(ACELA1520)

Unit2

Unit3

Unit4

Unit7

Unit8

Identify the relationship

between words, sounds,

imagery and language

patterns in narratives and

poetry such as ballads,

limericks and free verse

(ACELT1617)

Unit8

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)

Unit4

Unit5

Unit6

Unit7

Unit8


http://www.australiancurriculum.edu.au/Glossary?a=E&t=modality




http://www.australiancurriculum.edu.au/Glossary?a=E&t=voice




http://www.australiancurriculum.edu.au/Glossary?a=E&t=modality

















http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20patterns

http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20patterns










Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Understand the uses of

commas to separate clauses

(ACELA1521)

Unit2

Unit4

Unit5

Unit6

Unit7

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

Unit1

Unit2

Unit3

Unit4

Unit7

Unit8

Analyse strategies authors use to influence readers (ACELY1801)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8


Investigate how complex

sentences can be used in a

variety of ways to elaborate,

extend and explain ideas

(ACELA1522)

Unit1

Unit2

Unit4

Unit7

Unit8

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Unit2

Unit3

Unit8

Plan, draft and publish

imaginative, informative and

persuasive texts, choosing

and experimenting with text

structures, language features,

images and digital resources

appropriate to purpose and

audience (ACELY1714)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Understand how ideas can be

expanded and sharpened

through careful choice of verbs,

elaborated tenses and a range

of adverb groups/phrases

(ACELA1523)

Unit1

Unit2

Unit4

Unit5

Unit6

Unit7

Unit8

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Unit2

Unit3

Unit5

Unit6

Unit8

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Unit2

Unit3

Unit7

Unit8

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)

Unit4

Unit7

Unit8

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Unit1

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8























http://www.australiancurriculum.edu.au/Glossary?a=E&t=adverb







http://www.australiancurriculum.edu.au/Glossary?a=E&t=creating







http://www.australiancurriculum.edu.au/Glossary?a=E&t=handwriting





Language Term 1

Term 2

Term 3

Term 4

Literature Term 1

Term 2

Term 3

Term 4

Literacy Term 1

Term 2

Term 3

Term 4

Investigate how vocabulary

choices, including evaluative

language can express shades

of meaning, feeling and opinion

(ACELA1525)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Unit2

Unit3

Unit4

Unit5

Unit6

Unit8

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)

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8













Bibliography

Baker, S., Simmons, D., & Kameenui, E. (1995). Vocabulary acquisition: Synthesis of the research. Retrieved April 1, 2004, from

http://idea.uoregon.edu/~ncite/documents/techrep/tech13.html

Beck, I., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of

Educational Psychology, 74(4), 506– 521.

Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.

Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. Elementary School Journal,

96(4), 415–422.

Brown, R. (2002). Straddling two worlds: Self-directed comprehension instruction for middle schoolers. In C. C. Block & M. Pressley (Eds.),

Comprehension instruction: Research-based best practices. (339). New York: Guilford Press.

Carver, R., & Liebert, R. (1995). The effect of reading library books in different levels of difficulty on gains in reading ability. Reading Research Quarterly,

30(1), 26–48.

Chall, J. (1967). Learning to read: The great debate. New York: McGraw Hill.

Davey, B., & McBride, S. (1986) Effects of questions-generation on reading comprehension. Journal of Educational Psychology, 78(4), 256–262. Foorman,

B., Francis D., Fletcher, J., Schatschneider, C., and Mehta, P., (1998). The role of instruction in learning to read: preventing reading failure in at-risk

children. Journal of Educational Psychology, 90(1), 37-55.

Duffy, G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best

practices (pp. 28–41). New York: Guilford Press.

Learning Point Associates, (2004). A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Bases

Reading Research for Teachers. Naperville, Il www.learningpoint.org

McKeown, M., Beck, I., Omanson, R., & Pople, M. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of

words. Reading Research Quarterly, 20(5), 522–535.

Nagy, W., & Scott, J. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol. 3. (pp.

269–284). Mahwah, NJ: Erlbaum.

http://www.learningpoint.org/



National Institute of Child Health and Human Development, (2000). Report of the National Teaching Panel. Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups (NIH publication Number

00-4754). Washington, DC: US Government Printing Office.

Pinnell, G., Pikulski, J., Wixson, K., Campbell, J., Gough, P., & Beatty, A. (1995). Listening to children read aloud. Washington, DC: Office of Educational

Research and Improvement, U.S. Department of Education.

Pressley M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline

Books.

Stallings, J. (1980). Allocated academic learning time revisited, or beyond time on task. Educational Researcher, 8(11), 11–16.



Appendix A – Reading Level Correlation Matrix



Appendix B – Exemplar Tier 2 Vocabulary List – S.T.R.I.V.E

Abominations sources of utter disgust or intense dislike; hateful, disgusting actions.

Acquiesce to agree or express agreement

Aghast (adj.) filled with amazement, disgust, fear, or terror

Allegiance Loyalty

Anarchy absence of governing body; state of disorder.

Anonymity To be without a name, anonymous.

Antagonists adversaries; opponents.

Antiquity the quality of being ancient; ancient times

Ascertain to find out, as through investigation or experimentation.

Audible Can be heard.

Avidly Enthusiastic, zealous.

Base Simple, basic.

Bemused confused; lost in thought; preoccupied.

Blasphemy Disrespectful using God's (or anything concidered sacred's) name.

Blighted damaged; destroyed; ruined

Calamity Chaotic or disaster.

Calumny a false and malicious accusation, slander(speak untruthfully of someone.)

Campaign a series of actions intended to accomplish a goal

Careen move sideways or in an unsteady way

Collective done by or characteristic of individuals acting together

Condemnation To judge or disaprove.

Conjured Summoned by oath or spell, to make appear.

Contemplation To think about something.

Contemptuous Arrogant , showing or feeling that something is worthless or lacks respect, feeling hatred; scornful

Contentious Argumenative

Daft Senseless or stupid.

Diabolism dealings with the Devil or devils, as by sorcery or witchcraft.

Disconsolate sad beyond comforting

Ecstatic joyous; extremely happy.



Effrontery Lies

Endeavor a serious attempt or effort

Evade escape, either physically or mentally.

Faction a group or clique within a larger group, party, or government.

Fraud Fake, or a poser.

Futilely Ineffectually, uselessly

Gamut a complete extent or range: "a face that expressed a gamut of emotions"

Hypocrites people who pretend to be something they are not or who say one thing and do another.

Incessantly constantly; continually; ad nauseum

Indignant Frustrated or annoyed., filled with resentment or anger over something unjust, unworthy, or mean

Ineptly Cant do something., ineffectually; clumsily

Inert unable to move or to resist motion.

Langour lack of physical or mental energy

Lechery Sexual behavior.

Lest in case, unless

Licentious amoral; lewd and lascivious; unrestrained (sexually).

Manifest Obvious, reveal its presence or make an appearance

Menacingly Threatning or attempting to harm.

Misogyny hatred of women

Mortal (n.) a being that must eventually die; (adj.) of or relating to such a being; causing death, fatal; possible, conceivable

Pallor To become pale because you're scared.

Partisan devoted to a cause or party.

Perplexed Confused

Pious deeply religious

Precariously insecurely; in a dangerous or unstable way

Pretense Pretending

Privation act of depriving someone of food or money or rights

Prodigious (adj.) immense; extraordinary in bulk, size, or degree.

Propitiation act of pacifying or appeasing, win good will.

Providence Forseeing a care from god.



Quail cower; shrink back in fear; lose heart.

Qualm Questioning your conscience., (n.) a pang of conscience, uneasiness, misgiving, or doubt

Reconciliation the act of agreement after a quarrel, the resolution of a dispute

Reiterate to say, state, or perform again

Remorselessly Without regret.

Sarcastical Ironic, biting

Serene calm, peaceful

Stoic someone who is seemingly indifferent to emotions

Tainted Contaminated, harmful or bad.

Transfixed Physically motionless.

Triumverate a ruling body of three persons

Tyranny a form of government in which the ruler is an absolute dictator (not restricted by a constitution or laws or opposition etc.)

Ubiquitious being or seeming to be everywhere