walking talking texts and the australian english curriculum · patterns in poems, chants, rhymes...
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Walking Talking Texts and the Australian English Curriculum
The PETAL Planner in Year Two WTT Activity Language Literature Literacy
A. Text Structure and Organisation Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Text Structure and organisation 4:
A. Literature and Context Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) A. Responding to literature 1: Compare opinions about characters, events and settings in and between texts (ACELT1589) A. Examining Literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
A. Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) A. Interacting with others 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)
A. Discovering the Text (and subsequent readings of the text)
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B. Expressing and Developing Ideas 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) B. Expressing and Developing Ideas 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)
B. Literature and Context Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) B. Responding to Literature Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) B. Examining Literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
B. Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) B. Interacting with others 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) B. Interpreting, analysing, evaluating 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)
B. Teacher and students talk about ideas, opinions and feelings about the text.
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W Language Literature Literacy C. Language for Interaction
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) C. Expressing and Developing Ideas 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)
C. Literature and Context Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) C. Responding to Literature Compare opinions about characters, events and settings in and between texts (ACELT1589) C. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) C. Creating literature Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) C, Examining Literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
C. Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) C. Interacting with others 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) C. Interpreting, analysing, evaluating 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)
c. Plan together then role-play the storyline/ parts/phrases/action, descriptive words
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D. Text Structure and Organisation Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) D. Expressing and Developing Ideas 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) D. Expressing and Developing Ideas 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)
Examining Literature D. Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
rhymes and songs (ACELT1592)
D. Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) D. Interpreting, analysing, evaluating Identify the audience of imaginative, informative and persuasive texts (ACELY1668) D. Interpreting, analysing, evaluating 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)
D. Talk about the text. (True/False, characters, word meanings....)
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E. Examining Literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
F. Sound and letter knowledge Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
F. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
E. Students retell the text: the story line, sequence/order of events etc.
F. Listening Exercises Oral Cloze Exercises Intonation Stress and Rhythm Exercises.
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W Language Literature Literacy Creating literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) Interpreting, analysing, evaluating 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)
G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc.
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W Language Literature Literacy H. Sound and letter knowledge
Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACEA1474)
I. Text Structure and Organisation Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) I. Text Structure and organisation Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines I. Text Structure and Organisation Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
I. Creating literature Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) I. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
I. Creating Texts 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) I. Creating Texts Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
H. Pronunciation Exercises
I. Teacher and students write a group negotiated text of the original, from memory. Students illustrate, sequence the pages and display for reference.
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W Language Literature Literacy J. Text Structure and
Organisation Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
J. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
J. Interpreting, analysing, evaluating 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)
J. Explore the text through poetry and or music (rhymes and songs)
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W Language Literature Literacy K. Text Structure and
Organisation Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) K. Text Structure and Organisation Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
L. Expressing and Developing Ideas 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)
L. Creating literature Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
L. Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
K. Teacher, with the students, writes the words of the songs/poetry on charts
L. Explore the text through art and craft.
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W Language Literature Literacy M. Text Structure and
Organisation Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
M. Text Structure and Organisation Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
M. Text Structure and Organisation Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) M. Text Structure and Organisation Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
M. Examining Literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) M. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Creating Texts 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) Creating Texts Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
M. Teacher and students write a group- negotiated text that reflects the art/craft work. For example procedural or descriptive texts.
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W Language Literature Literacy N. Expressing and Developing
Ideas 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)
N. Interacting with others 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)
N. Explore other curriculum areas
linked to the concepts in the text.
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W Language Literature Literacy O. Text Structure and
Organisation Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) O. Text Structure and Organisation Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) O. Text Structure and Organisation Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
O. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
O. Creating Texts 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) O. Creating Texts Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
O. Teacher and students write a group-negotiated text that captures the learning of the curriculum area
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W Language Literature Literacy P. Text Structure and
Organisation Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
P. Examining Literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) P. Examining Literature Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
P. Interacting with others Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) P. Creating Texts 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) P. Creating Texts Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
P. Using the original text as a model, teacher and students write a group-negotiated text in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.
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W Language Literature Literacy Q. Creating literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Q. Interacting with others Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
Text Structure and Organisation Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
Interacting with others 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) Included in all activities
Expressing and developing ideas 5 and 6 covered when ‘Scaffolding Writing’ is used.
Creating Texts 4 is a logical extension of group writing activities
Q. Oral Presentation