reading level speaking and listening 1 17 18 19 … · en1-1a students communicate ... • read...
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■■ New South Wales Syllabus Correlations for Springboard Connect Series – Connect Level 2: Stage 1
SPEAKING AND LISTENING 1Reading Level
17 18 19 20 21 22 23
EN1-1AStudents communicate with a range of people in informal and guided activities demonstrating interaction skills and consider how their own communication is adjusted in different situations
Develop and apply contextual knowledge
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The speaking and listening activities for the Literature books in the Teacher Guide provide opportunities for students to:
•understandthatlanguagevarieswhenpeopletakeondifferentrolesinsocialandclassroominteractionsandhowtheuseofkeyinterpersonal
languageresourcesvariesdependingoncontext
•listenforspecificpurposesandinformation,includinginstructions,andextendstudents’ownandothers’ideasindiscussions
•understandthatlanguageisusedincombinationwithothermeansofcommunication,forexamplefacialexpressionsandgesturestointeractwith
others
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Understand and apply knowledge of language forms and features
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The speaking and listening activities in the Teacher Guide provide opportunities for students to:
•understandthattherearedifferentwaysofaskingforinformation,makingoffersandgivingcommands
•useturn-taking,questioningandotherbehavioursrelatedtoclassdiscussions
•identify,reproduceandexperimentwithrhythmic,soundandwordpatternsinpoems,chants,rhymesandsongs
•exploredifferentwaysofexpressingemotions,includingverbal,visual,bodylanguageandfacialexpressions
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Respond to and compose texts
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The Listening Post activities and the reading session notes in the Teacher Guide provide opportunities to encourage students to:
•communicatewithincreasingconfidenceinarangeofcontexts
•engageinconversationsanddiscussions,usingactivelisteningbehaviours,showinginterest,andcontributingideas,informationandquestions
•describeindetailfamiliarplacesandthings
•useintonationtoemphasisetheneedtoseekfurtherclarificationofaquestion
•formulateopenandclosedquestionsappropriatetothecontext
•useacommentoraquestiontoexpandonanideainadiscussion
•usesomepersuasivelanguagetoexpressapointofview
•demonstrateattentivelisteningacrossarangeofactivities
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WRITING AND REPRESENTING 1Reading Level
17 18 19 20 21 22 23
EN1-2AStudents plan, compose and review a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Develop and apply contextual knowledge
The ‘Text structure and organisation’ section and additional writing activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide provide multiple opportunities for students to:
•understandhowplanning,composingandreviewingcontributetoeffectiveimaginative,informativeandpersuasivetexts
•experimentinallaspectsofcomposingtoenhancelearningandenjoyment
•developanawarenessofissuesrelatingtotheresponsibleuseofdigitalcommunication
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•createshortimaginative,informativeandpersuasivetextsusinggrowingknowledgeoftextstructuresandlanguagefeaturesforfamiliarandsome
lessfamiliaraudiences,selectingprintandmultimodalelementsappropriatetotheaudienceandpurpose
•understandtheprocessofplanning,draftingandpublishingimaginative,informativeandpersuasivetexts
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Respond to and compose texts
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The ‘Text structure and organisation’ section and additional writing activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide and related worksheets provide multiple opportunities for students to:
•plan,composeandreviewsimpleimaginative,informativeandpersuasivetextsonfamiliartopics
•composetextssupportedbyvisualinformation(egdiagramsandmaps)onfamiliartopics
•createeventsandcharactersusingdifferentmediathatdevelopkeyeventsandcharactersfromliterarytexts
•composearangeofwrittenformsofcommunication,includingemails,greetingcardsandletters
•useeffectivestrategiestoplanideasforwriting,egmakingnotes,drawing,usingdiagrams,planningasequenceofeventsorinformation
•drawonpersonalexperienceandtopicknowledgetoexpressopinionsinwriting
•experimentwithpublishingusingdifferentmodesandmediatoenhanceplannedpresentations
•rereadandedittextforspelling,sentence-boundarypunctuationandtextstructure
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READING AND VIEWING 1Reading Level
17 18 19 20 21 22 23
EN1-4A Students draw on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Develop and apply contextual knowledge
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The levelled print and digital student books allow students to select a book at their appropriate reading and interest level, enabling them to:
•demonstratehowreaders’self-selectionandenjoymentoftextsreflectstheirpersonalinterests
•discussdifferenttextsonasimilartopic,identifyingsimilaritiesanddifferencesbetweenthetexts
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Understand and apply knowledge of language forms and features
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The ‘Language’ section of the Teacher Guide and supporting worksheets provide opportunities to introduce, practice or identify:
•grammaticalpatternstoenhancecomprehension,egactionverbs,wordsorgroupsofwordsthattellwho,what,when,whereandhow
•clausesascompletemessagesorthoughtsexpressedinwords,noun–pronounagreement,conjunctions
•hownounsrepresentpeople,places,thingsandideasandcanbe,forexample,common,proper,concreteorabstract,andhownoungroups/
phrasescanbeexpandedusingarticlesandadjectives
•patternsofrepetitionandcontrastinsimpletexts
•partsofasimplesentencethatrepresent‘What’shappening?’,‘Whoorwhatisinvolved?’andthesurroundingcircumstances
•howsentencepunctuationisusedtoenhancemeaningandfluency
•wordfamiliesandwordoriginstounderstandthemeaningofunfamiliarwords,egbasewords,rhymingwordsandsynonyms
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Develop and apply graphological, phonological, syntactic and semantic knowledge
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Phonological awareness activities are included in the ‘Sound and letter knowledge’ sections of the Teacher Guide. The activities assist students to:
•recognisesound–lettermatchesincludingcommonvowelandconsonantdigraphsandconsonantblends
•understandthevariabilityofsound–lettermatches
•recognisemostsound–lettermatchesincludingsilentletters,vowel/consonantdigraphsandmanylesscommonsound–lettercombinations
•automaticallyrecogniseirregularhigh-frequencywords,eg‘come’and‘are’
•usephonological,graphological,syntacticandsemanticcuestodecodeandmakemeaningfromwrittentexts,egusinganincreasingrepertoireof
high-frequencyandsightwords,segmentingwordsintosyllables
•manipulatesoundsinspokenwordsincludingphonemedeletionandsubstitution
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READING AND VIEWING 1 continuedReading Level
17 18 19 20 21 22 23
Respond to, read and review texts
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The recording feature included in all the digital books allows students to self-record their reading of a text and to listen to their own fluency, word attack skills and understanding of punctuation when reading orally. The comprehensive Teacher Guide includes a range of activities related to letter knowledge, grammatical conventions and comprehension. This assists students to:
•readsupportivetextsusingdevelopingphrasing,fluency,contextual,semantic,grammaticalandphonicknowledgeandemergingtextprocessing
strategies,forexampleprediction,monitoringmeaningandrereading
•self-correctwhenmeaningisinterruptedinsimpletexts,egpausing,repeatingwordsandphrases,rereadingandreadingon
•readlesspredictabletextswithphrasingandfluencybycombiningcontextual,semantic,grammaticalandphonicknowledgeusingtextprocessing
strategies,forexamplemonitoringmeaning,predicting,rereadingandself-correcting
•readwithfluencyandexpression,respondingtopunctuationandattendingtovolume,pace,intonationandpitch
•usecomprehensionstrategiestobuildliteralandinferredmeaningandbegintoanalysetextsbydrawingongrowingknowledgeofcontext,
languageandvisualfeaturesandprintandmultimodaltextstructures
•usebackgroundknowledgeofatopictomakeinferencesabouttheideasinatext
•predictauthorintent,seriesofeventsandpossibleendingsinanimaginative,informativeandpersuasivetext
•discusstheuseoftextconnectives,egsequencingideas,indicatingtime
•identifythecohesivelinksbetweenpronounsandpeopleandthings
•sequenceasummaryofeventsandidentifykeyfactsorkeyargumentsinimaginative,informativeandpersuasivetexts
•identifyvisualrepresentationsofcharacters’actions,reactions,speechandthoughtprocessesinnarratives,andconsiderhowtheseimagesaddto
orcontradictormultiplythemeaningofaccompanyingwords
•compareopinionsaboutcharacters,eventsandsettingsinandbetweentexts
•distinguishbetweenfactandopinioninpersuasivetexts
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SPELLINGReading Level
17 18 19 20 21 22 23
EN1-5A Students use a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
Develop and apply contextual knowledge
The ‘Language’ section and supporting worksheets in the Teacher Guide provide opportunities for students to:
•demonstrategrowingawarenessofhowaccuratespellingsupportsthereaderinunderstandingwrittentextstoreadfluently l■ l■ l■ l■ l l■ l■
Understand and apply knowledge of language forms and features
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The supporting worksheets in the Teacher Guide develop students’ sound and letter knowledge and assist them to:
•knowthatregularone-syllablewordsaremadeupoflettersandcommonletterclustersthatcorrespondtothesoundsheard,andhowtouse
visualmemorytowritehigh-frequencywords
•understandhowtousedigraphs,longvowels,blendsandsilentletterstospellwords,andusemorphemesandsyllabificationtobreakupsimple
wordsandusevisualmemorytowriteirregularwords
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Respond to and compose texts
The supporting worksheets in the Teacher Guide develop students’ sound and letter knowledge and assist them to:
•spellhigh-frequencyandcommonsightwordsaccuratelywhencomposingtexts
•spellknownwordsusingletternames
•isolateandwritetheinitial,medialandfinalsoundofaword
•exchangeoneletterinawrittenwordwithadifferentlettertomakeanewword
•usedoubleconsonantswhereappropriate,eg‘hopping’
•begintouseadictionaryforspellingactivitiesandwordmeaning
•recognisewhenawordisspeltincorrectly
•usemorphemicandphonologicalknowledgewhenspelling
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SPEAKING AND LISTENING 2Reading Level
17 18 19 20 21 22 23
EN1-6B Students recognise a range of purposes and audiences for spoken language and recognise organisational patterns and features of predictable spoken texts
Develop and apply contextual knowledge
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The speaking and listening activities in the Teacher Guide assist students to:
•understandthatpeopleusedifferentsystemsofcommunicationtocatertodifferentneedsandpurposesandthatmanypeoplemayusesign
systemstocommunicatewithothers
•understandthatspoken,visualandwrittenformsoflanguagearedifferentmodesofcommunicationwithdifferentfeaturesandtheirusevaries
accordingtotheaudience,purpose,contextandculturalbackground
•makeconnectionsbetweendifferentmethodsofcommunication,egStandardAustralianEnglish,AboriginalEnglish,homelanguage,sign
languageandbodylanguage
•recognisearangeofpurposesandaudiencesforspokenlanguagewithincreasingindependence
•recognisedifferentoraltexts,egconversationsathome,intheclassroomandplayground
•developanunderstandingofdifferentformsofcommunicationtechnologiesavailableforhearingandvisuallyimpairedpeopleandpeoplewith
otherdisabilities
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Understand and apply knowledge of language forms and features
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The vocabulary, language and grammatical convention activities in the ‘Language’ section of the Teacher Guide and the related worksheets develop students’ abilities to:
•identifyorganisationalpatternsandfeaturesofpredictablespokentexts
•understandtheuseofvocabularyineverydaycontextsaswellasagrowingnumberofschoolcontexts,includingappropriateuseofformaland
informaltermsofaddressindifferentcontexts
•identifylanguagethatcanbeusedforappreciatingtextsandthequalitiesofpeopleandthings
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Respond to and compose texts
The Listening Post worksheet section ‘Time to share ideas and listen to each other’ and the interactive digital books provide opportunities for students to:
•retellfamiliarstoriesandeventsinlogicalsequence,includinginhomelanguage
•rephrasequestionstoseekclarification
•explainpersonalopinionsorallyusingsupportingreasons,simpleinferencesandreasonableprediction
•demonstrateactivelisteningbehavioursandrespondappropriatelytoclassdiscussions
•recogniseandrespondtoinstructionsfromteachersandpeers
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WRITING AND REPRESENTING 2READING LEVEL
17 18 19 20 21 22 23
EN1-7B Students identify how language used in their own writing differs according to their purpose, audience and subject matter
Develop and apply contextual knowledge
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The ‘Text structure and organisation’ and ‘Expressing and developing ideas’ sections in the Teacher Guide and the accompanying worksheets allow students to:
•identifytheaudienceofimaginative,informativeandpersuasivetexts
•discusssomeofthedifferentpurposesforwrittenandvisualtexts
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Understand and apply knowledge of language forms and features
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The ‘Text structure and organisation’ and ‘Expressing and developing ideas’ sections in the Teacher Guide and the accompanying worksheets allow students to:
•understandthatdifferenttypesoftextshaveidentifiabletextstructuresandlanguagefeaturesthathelpthetextserveitspurpose
•describesomedifferencesbetweenimaginative,informativeandpersuasivetexts
•comparedifferentkindsofimagesinnarrativeandinformativetextsanddiscusshowtheycontributetomeaning
•understandtheuseofvocabularyaboutfamiliarandnewtopicsandexperimentwithandbegintomakeconsciouschoicesofvocabularytosuit
audienceandpurpose
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Respond to and compose texts
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The ‘Putting the Learning into Practice’ section in the Teacher Guide and the accompanying worksheets provide multiple opportunities for students to:
•drawonpersonalexperienceandfeelingsassubjectmattertocomposeimaginativeandothertextsfordifferentpurposes
•composeandreviewwrittenandvisualtextsfordifferentpurposesandaudiences
•discussthecharactersandsettingsofdifferenttextsandexplorehowlanguageisusedtopresentthesefeaturesindifferentways
•makeinferencesaboutcharactermotives,actions,qualitiesandcharacteristicswhenrespondingtotexts
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READING AND VIEWING 2READING LEVEL
17 18 19 20 21 22 23
EN1-8BStudents recognise that there are different kinds of texts when reading and viewing and show an awareness of purpose, audience and subject matter
Develop and apply contextual knowledge
The Literature and student books provide a range of imaginative and information texts that students can read to:
•recognisearangeofpurposesandaudiencesforimaginative,informativeandpersuasiveprintandvisualtexts
•identifyhowimaginative,informativeandpersuasivetextscanvaryinpurpose,structureandtopic
•understandthattextscandrawonreaders’orviewers’knowledgeoftextstomakemeaningandenhanceenjoyment,egcomparingfairytales
•discusspossibleauthorintentandintendedaudienceofarangeoftexts
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Understand and apply knowledge of language forms and features
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The Literature and student print and digital books provide strong texts to model:
•conceptsaboutprintandscreen,includinghowdifferenttypesoftextsareorganisedusingpagenumbering,tablesofcontent,headingsandtitles,
navigationbuttons,barsandlinks
•howtextstructurecontributestothemeaningoftexts
•somefeaturesoftextorganisationincludingpageandscreenlayouts,alphabeticalorder,anddifferenttypesofdiagrams,forexampletimelines
•simpleexplanationsindiagrammaticform,includingflowcharts,hierarchies,lifecycles
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Respond to, read and view texts
The tightly levelled text and controlled vocabulary in the print and digital books allow students to select titles appropriate to their interest and reading levels. This enables them to:
•selectawideningrangeoftextsforenjoymentandpleasureanddiscussreasonsfortheirchoice
•respondtoarangeofliteratureanddiscusspurposeandaudience
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GRAMMAR, PUNCTUATION AND VOCABULARYREADING LEVEL
17 18 19 20 21 22 23
EN1-9BStudents use basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Develop and apply contextual knowledge
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of:
•howideasintextscanbeorganisedtoenhancemeaningusingsentencesandparagraphs
•howthechoiceofvocabularyaddstotheeffectivenessoftext
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Understand and apply knowledge of language forms and features
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The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of how:
•paragraphsareusedtoorganiseideas
•simpleconnectionscanbemadebetweenideasbyusingacompoundsentencewithtwoormoreclausesusuallylinkedbyacoordinating
conjunction
•differencesinwordsrepresentpeople,placesandthings(nouns,includingpronouns),happeningsandstates(verbs),qualities(adjectives)and
detailssuchaswhen,whereandhow(adverbs)
•aprepositionplacedinfrontofanoungroupcanshowwhere,when,eg‘onthebox’(where),‘beforemybirthday’(when)
•timeconnectivessequenceinformationintexts
•differenttypesofpunctuation,includingfullstops,questionmarksandexclamationmarks,signalsentencesthatmakestatements,ask
questions,expressemotionorgivecommands
•capitalletterssignalpropernounsandcommasareusedtoseparateitemsinlists
•toexperimentwiththeuseofquoted(direct)andreported(indirect)speech
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Understand and apply knowledge of vocabulary
ACELA1464The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of:
•howtextsaremadecohesivethroughresources,forexamplewordassociations,synonyms,andantonyms
•howtorecognise,discussandusecreativewordplay,egalliterationandonomatopoeia
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Respond to and compose texts
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of:
•howtocomposesentenceseffectivelyusingbasicgrammaticalfeaturesandpunctuationconventions
•howtousesubject–verbandnoun–pronounagreementwhencomposingtextsandrespondingtotextsorallyandinwriting
•theuseofmoreprecisevocabularytodescribeemotionsandexperienceswhenwriting
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THINKING IMAGINATIVELY AND CREATIVELYREADING LEVEL
17 18 19 20 21 22 23
EN1-10C Students think imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
Engage personally with texts
The well-designed and engaging print and digital books provide effective resources that encourage students to:
•engageinwidereadingofself-selectedandteacher-selectedtexts,includingdigitaltexts,forenjoyment,andshareresponses
•recognisethewaythatdifferenttextscreatedifferentpersonalresponses
•respondtoawiderangeoftextsthroughdiscussing,writingandrepresenting
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Develop and apply contextual knowledge
The Literature, imaginative and information books in each reading level build students’ knowledge and assist them to:
•recogniseandbegintounderstandhowcomposersusecreativefeaturestoengagetheiraudience
•identifyandcomparetheimaginativelanguageusedbycomposers
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Understand and apply knowledge of language forms and features
The Literature, imaginative and information books in each reading level build students’ abilities to:
•identifythatdifferenttextshavedifferentorganisationalpatternsandfeaturesforavarietyofaudiences
•identifycreativelanguagefeaturesinimaginativetextsthatenhanceenjoyment,egillustrations,repetition
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Respond to and compose texts
The Teacher Guide notes relating to the Literature books provide opportunities for students to:
•predictanddiscussideasdrawnfrompicturebooksanddigitalstories
•recognisesimilaritiesbetweentextsfromdifferentculturaltraditions,egrepresentationsofdragonsintraditionalEuropeanandAsiantexts
•jointlyadaptawell-knowntextforadifferentaudienceandpurpose
•expressarangeoffeelingsinresponsetoatext
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EXPRESSING THEMSELVESREADING LEVEL
17 18 19 20 21 22 23
EN1-11D Students respond to and compose simple texts about familiar aspects of the world and their own experiences
Engage personally with texts
ACELT1590
The student books and well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•recogniseandbegintounderstandthattheirownexperiencehelpsshapetheirresponsestoandenjoymentoftexts
•identifyaspectsofdifferenttypesofliterarytextsthatentertain,andgivereasonsforpersonalpreferences
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Develop and apply contextual knowledge
ACELT1581 ACELT1587
ACELY1655
The well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•discusshowdepictionsofcharactersinprint,soundandimagesreflectthecontextsinwhichtheywerecreated
•recognisesimplewaysmeaningintextsisshapedbystructureandperspective
•respondtotextsdrawnfromarangeofculturesandexperiences
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Understand and apply knowledge of language forms and features
The well-crafted and highly illustrated Literature books and imaginative student books provide the ideal vehicle for assisting students to:
•discussaspectsofimaginativetextssuchassettinganddialogue,makingconnectionswithstudents’ownexperiences
•identifyfeaturesoftextsfromarangeofcultures,includinglanguagepatternsandstyleofillustration
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Respond to and compose texts
ACELT1582
ACELT1583
The student books and well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•composesimpleprint,visualanddigitaltextsthatdepictaspectsoftheirownexperience
•discusscharactersandeventsinarangeofliterarytextsandsharepersonalresponsestothesetexts,makingconnectionswithstudents’own
experiences
•discusstheplaceofDreamingstoriesinAboriginalandTorresStraitIslanderlife
•identify,exploreanddiscusssymbolsofAboriginalandTorresStraitIslandercultureandrecogniserecurringcharacters,settingsandthemesin
Dreamingstories
•identify,exploreanddiscussthemoralsofstoriesfromavarietyofcultures,egAsianstories,andidentifytheircentralmessages
•expresspreferencesforspecifictextsandauthorsandlistentotheopinionsofothers
•respondtoarangeoftexts,egshortfilms,documentariesanddigitaltexts,thatincludeissuesabouttheirworld,includinghomelifeandthe
widercommunity
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REFLECTING ON LEARNINGREADING LEVEL
17 18 19 20 21 22 23
EN1-12E Students identify and discuss aspects of their own and others’ learning
Develop and apply contextual knowledge
The rich learning activities in the Teacher Guide, along with the supporting Literature books, and the student print and digital books provide a rich literacy environment in which to:
•developanunderstandingofhowarichtextenvironmentunderpinslearning
•recogniseandbegintounderstandthattherearedifferentwaysoflearninginEnglish
•developanawarenessofcriteriaforthesuccessfulcompletionoftasks
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Understand and apply knowledge of language forms and features
The activities in the Teacher Guide provide multiple opportunities for students to:
•begintodiscussdifferentwayswelearntoreadandwrite
•discusssomeofthewaysthatstorycanbereflectedinavarietyofmedia,egfilm,musicanddance
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Respond to and compose texts
The activities in the Teacher Guide provide multiple opportunities for students to:
•identifyhelpfulstrategiesduringspeaking,listening,reading,writing,and/orviewingandrepresentingactivitiesegwritingconferences,
classcharts
•reflectonownreading:‘WhatreadinghaveIdonetoday/thisweek?’,‘WhichpartofmyreadingdoIlikebest?’,‘WhatdoIwant/needtoread
about?’
•discusstherolesandresponsibilitieswhenworkingasamemberofagroup
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