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MOSSGIEL PARK PS LIBRARY PROGRAMAFRICAN ANIMALS Odd Years – Years 1 & 2

Introduction:This short unit takes about 4-5 Library lessons of an hour each. It is primarily print-based with a focus on re-writing information from books in simple sentences. The unit introduces the strategy of learning and sharing information in ‘expert’ groups so it is very structured and requires considerable teacher preparation.Year One students will need a lot more support than Year Two students. A class set of the text, DK’s 24 Hours at the Waterhole will be needed.

ContentsLESSON SEQUENCES...................................................................................................................................3

Lesson 1.........................................................................................................................................................................................................3Lesson 2.........................................................................................................................................................................................................3Lesson 3.........................................................................................................................................................................................................3Lesson 4.........................................................................................................................................................................................................3Lesson 5.........................................................................................................................................................................................................4Lesson 6.........................................................................................................................................................................................................4Lesson 7.........................................................................................................................................................................................................4Lesson 8.........................................................................................................................................................................................................4

LEARNING FOCUS.............................................................................................................................................................................................6VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS............................................6

Learning Focus English.................................................................................................................................................................................6Learning Focus Thinking Processes..............................................................................................................................................................6Learning Focus Personal Learning................................................................................................................................................................6Learning Focus Interpersonal Learning.........................................................................................................................................................6SLAV Library focus......................................................................................................................................................................................6Aboriginal Perspectives.................................................................................................................................................................................7POLT Focus...................................................................................................................................................................................................8

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Key Understandings for Assessment.............................................................................................................................................................8Focus Questions.............................................................................................................................................................................................8AUSTRALIAN CURRICULUM LEARNING FOCUS...............................................................................................................................8LANGUAGE...................................................................................................................................................................................................9LITERATURE................................................................................................................................................................................................9LITERACY....................................................................................................................................................................................................10

ACHIEVEMENT STANDARDS........................................................................................................................................................................13VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS.........13

VELS Thinking Processes Standards Year 1...............................................................................................................................................13VELS Thinking Processes Standards Year 2...............................................................................................................................................13VELS Personal Standards Year 1................................................................................................................................................................13VELS Personal Standards Year 2................................................................................................................................................................13VELS Interpersonal Learning Standards Year 1.........................................................................................................................................13VELS Interpersonal Learning Standards Year 2.........................................................................................................................................13

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS............................................................13AUSTRALIAN CURRICULUM ENGLISH YEAR 1...............................................................................................................................13AUSTRALIAN CURRICULUM ENGLISH YEAR 2...............................................................................................................................13

SUGGESTED RESOURCES FOR THIS UNIT...........................................................................................14

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LESSON SEQUENCES

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Lesson 1 Lesson 2 Lesson 3 Lesson 4Cue in with discussion about animals depicted on the front cover of Waterhole by Graeme Base. What is a waterhole and why do so many animals go there? In pairs, students discuss the questions with each other & report back what partner said. Teacher scribes what is known on What We Know Chart.

Read The Waterhole by Graeme Base, pausing to note the different environments around the waterholes & to compare the waterhole during wet and dry seasons.

Discuss whether this book is fact or fiction, and how the illustrations show different waterholes in different settings i.e. countries.

Students complete a Y-chart showing what Graeme Base’s Waterhole looks like, sounds like and feels like.

Define how students can ‘get a sticker’ (3, the expected level) or a ‘special’ sticker (4, above the expected level) for their work. All 3 sections of the Y-chart should be filled in. How much writing should there be? What should pictures be like?

Share time: Does this book help us learn more about the animals that live in these habitats? What kind of book do we need to use to learn facts about these animals? (Non-fiction)

Cue in with discussion about how Aboriginal people have told many stories about the natural world for 40,000 years or more. Explain that before European Settlement stories were told and passed on from elders to the young, because they had no writing, but that now Aboriginal and Torres Strait Islanders write their stories down as well.

Introduce the author and locate her people on a map of Australia that shows Aboriginal and Torres Strait Islander people and languages.

Identify features of the illustration style that are distinctively Aboriginal Art.

Explain that there are waterholes all over Australia but they are often dry during periods of drought.

Cue in with discussion: have you ever felt that you would like to be braver and stronger and better than you are? Introduce story as one that shows how that feeling is not unusual.

Read Crow and the Waterhole and discuss the qualities that Crow showed: courage to rescue Little Gum from the fire; faith in others to encourage Goanna to pull herself from the rock pool; kindness to sing about Paperbark’s regrowth;

Introduce African Animals at the Waterhole mini project. Browse the text, noting the table of

Review concept that before European Settlement stories were told and passed on from elders to the young, because they had no writing, but that now Aboriginal and Torres Strait Islanders write their stories down as well.

Introduce the author and locate his people on a map of Australia that shows Aboriginal and Torres Strait Islander people and languages.

Identify features of the illustration style that are distinctively Aboriginal Art. Contrast earth colours in this story with bright primary colours in The Crow and the Waterhole. Identify features that show this is a story from a tropical area (e.g. palm trees) and that indigenous peoples also visit waterholes for hunting and gathering, for religious ceremonies and for social reasons.

Elicit prior knowledge about cassowaries and browse through Emus and Cassowaries, showing their habitat, body parts and (for Y2) breeding cycle.

Cue in with discussion: have you ever been lost because you wandered off by yourself? Introduce story as one that shows how that feeling is not unusual.

Read and discuss Sisi and the Cassowary, eliciting ideas about what distracted Sisi away from her family, how she behaved when she knew she was lost, how

Review concept that animals gather at the waterhole to drink, to eat and to prey on other animals.

Cue in with discussion: have you ever had a fight because someone said something mean about your mum or dad? Why do people get so upset about this, and what could they do instead of fighting?

Read and discuss Fruit Salad Swimsuit in Tales from the Waterhole by Bob Graham. Is it sometimes better not to say what we really think? Discuss ‘little white lies’ and why people tell them. How does Bob Graham show that the friends are fighting in the pictures?

Continue African Animals at the Waterhole mini project. (see previous lesson and below).

Groups return to their ‘usual’ table and complete PLJs.

Y1 & 2 ‘Expert’ groups: Any children who haven’t finished research (i.e. absentees) move to a table that has resources for the time of they are researching, i.e. multiple copies of the DK book. Children write and draw what their allocated animal is doing at the specified time of the day. They return to their topic group as soon as the research is finished.

Children who have completed their research about their allocated animal transfer their information to the template. (To

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Lesson 1 Lesson 2 Lesson 3 Lesson 4R

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The Waterhole by Graeme Base (loan from Alison Hamblin till our lost copy can be replaced).

Butcher’s paper with pre-prepared heading: What We Know about waterholes for each class.

Waterhole Y-chart.

Crow and the Waterhole by Ambelin Kwaymullina (298 KWA)

24 hours at the Waterhole (DK)

Teacher made group project sheets and note-taking worksheets

Selected non-fiction books about the allocated animals.

Sisi and the Cassowary by Arone Raymond Meeks (298 MEE)

Emus and Cassowaries (Australian Animals series) by Debbie Gallagher (591 GAL)




Tales from the Waterhole by Bob Graham (G)




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At-risk/ESL: support with 1-1 review of book content & theme Gifted: discuss whether there could be waterholes in Antarctica.

At-risk allocate 12:00 timeslot (so that they don’t confuse a.m. and p.m.) ESL: Reinforce key vocabulary using pictures from book. Gifted: hypothesise about behaviours of Australian animals at a waterhole.

At-risk/ESL Assist with using picture cues for reading and generating own sentences.Gifted: hypothesise about which animals are most affected in times of drought.

At-risk/ESL Monitor transcription and assist with ruling lines to keep writing straight.ESL: review meaning of research & ask Qs to provide vocab reinforcementGifted: Discuss characteristics of animals that are most at risk from predators – are there any patterns?

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Lesson 1 Lesson 2 Lesson 3 Lesson 4A

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LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.5 describe the setting for a particular picture story book

LS 2.2 verbalise obvious themes in picture story books LS 2.5 describe the setting for a particular picture story book LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that end IL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format

LS 2.2 verbalise obvious themes in picture story books LS 2.5 describe the setting for a particular picture story book LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that endIL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format

LS 2.2 verbalise obvious themes in picture story books LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that endIL 2.5 Creating and Sharing: present information which conveys understanding of the information gathered IL 2.6 Evaluation and Strategies: review appropriateness and acceptability of presentation in relation to the original task

VELS

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The Arts (Learning Focus)As students work towards the achievement of Level 2 standards in the Arts, they learn about a range of ways arts elements can be used in the ... Visual Arts to communicate experiences, observations and things imagined.

English (Learning Focus)Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures, uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as stories and poems, everyday texts and informative texts in print and electronic form.

Interpersonal development: Working in teams

knowledge of the different roles within the team

concentration by following directions

monitoring of group timelines

engagement in discussions about group organisation and processes






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Lesson 1 Lesson 2 Lesson 3 Lesson 4VE

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2 As above As above Interpersonal development: Working in teams At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

Interpersonal development: Working in teams At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

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Year 1 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,...

Year 1 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,

Y1 Literacy: They accurately use knowledge of text structure, letters, words, sentences and directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence

Literacy: creating texts Y1 Create short ...information texts that show emerging use of appropriate text structure, sentence level grammar, word choice,spelling, punctuation and appropriate multimodal elements, for exampleillustrations and diagrams

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Year 2 English focus: 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...These encompass traditional picture books, ...

Year 2 English focus: 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...These encompass traditional picture books, ...

Y2 Literacy: They locate literal information in written texts.

Literacy: creating texts Y 2 Create ...informative ... texts using growingknowledge of text structures and language features for familiar...audiences, selectingprint and elements appropriate to the audience and purpose

E5

Define how students can ‘get a sticker’ (3, the expected level) or a ‘special’ sticker (4, above) for their work. All 3 sections of the Y-chart should be filled in. How much writing should there be? What should pictures be like?

Engage student interest & develop shared expectations about learning. Stimulate interest and curiosity.

Define the standard of writing expected, focussing on the importance of using ‘own words’ for research. Explain the consequence of copying i.e. doing the task again properly.

Define how students can get a stamp which allows them to add Texta highlights and tracing: what is meant by ‘perfect’ transcription?

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Review concept that animals gather at the waterhole to drink, to eat and to prey on other animals.

Review last week’s story, then cue in with discussion about why smaller siblings can be a nuisance...

Read and discuss Match Football in Tales from the Waterhole by Bob Graham. Why doesn’t anyone want the little kids on their side? How does Bob Graham show that their feelings in the pictures?

Finish African Animals at the Waterhole mini project. (see previous lesson and below).

Groups return to their ‘usual’ table and complete PLJs.

In Table Groups, children transfer their information to the template & finish illustrations. Finished components can then be pasted onto the master sheet.

Fast finishers add any additional research about their animal in the introductory box on the group sheet.

Define how a group will get a stamp to show that they’ve completed the project at the expected level. List expectations on the w/b for groups to decide whether they should get a sticker or not.

Share time: show the competed projects. . Discuss which groups achieved the most and why.

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Lesson 5 Lesson 6 Lesson 7 Lesson 8R

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Tales from the Waterhole by Bob Graham (G)




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At-risk/ESL Monitor transcription and assist with ruling lines to keep writing straight.Gifted: Encourage adding extra information to the sheet.

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s LS 2.2 verbalise obvious themes in picture story books LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that endIL 2.5 Creating and Sharing: present information which conveys understanding of the information gathered IL 2.6 Evaluation and Strategies: review appropriateness and acceptability of presentation in relation to the original task

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Lesson 5 Lesson 6 Lesson 7 Lesson 8VE

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VELS

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Y2 Interpersonal development:

Working in teams At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

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Literacy: creating texts Y1 Create short ...information texts that show emerging use of appropriate text structure, sentence level grammar, word choice,spelling, punctuation and appropriate multimodal elements, for exampleillustrations and diagrams

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Literacy: creating texts Y 2 Create ...informative ... texts using growingknowledge of text structures and language features for familiar...audiences, selectingprint and elements appropriate to the audience and purpose

E5

Define how a group will get a stamp to show that they’ve completed the project at the expected level. List expectations on the w/b for groups to decide whether they should get a sticker or not.

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

Learning Focus

English

English VELSStudents practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning.

Learning Focus

Thinking Processes

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore ... contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.

They develop their skills in using a range of sources of information when investigating selected questions.

Learning Focus

Personal Learning

Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.

Students develop strategies to use when they are feeling uncertain about their learning, for example, seeking assistance from peers. They begin to recognise that learning from mistakes is an important attribute of being a good learner. Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame. ....

Students work with the teacher to develop simple protocols to assist them to learn effectively with peers. They begin to recognise their contribution to the achievement of a positive learning environment in the classroom.

Learning Focus

Interpersonal Learning

Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.

SLAV Library

focus

Level 2 Information skillsWith teacher assistance, modelling and scaffolding students will be able to: IL 2.1 Defining: select from a range of well defined topics, participate in teacher led brainstorming, clustering of ideas, focus question development and completion of a group search plan IL 2.2 Locating: identify and locate resources following a search plan with assistance IL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format IL 2.5 Creating and Sharing: present information which conveys understanding of the information gathered IL 2.6 Evaluation and Strategies: review appropriateness and acceptability of presentation in relation to the original task

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Aboriginal Perspectives

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POLT Focus

Assessment practices are an integral part of teaching and learning.In learning environments that reflect this principle the teacher:

5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment

Key Understandings for Assessment Focus Questions

Aust Science CurriculumY1 Living things live in different places where their needs are met. Y2 Living things grow, change and have offspring similar to themselves1

(This is an incidental focus; for Y2 this short unit is mainly revision of the Y1 concept.)

Animals gather at places where there is plenty of water. Predators will prey on other animals that come to drink at the waterhole. The young are vulnerable at the waterhole.Australian waterholes are often dry during periods of drought or in dry season; they often flood when the drought breaks or in wet season. Before European Settlement Aboriginal and Torres Strait Islander Elders told stories to children; now Aboriginal authors write stories as well.

What are grasslands and waterholes? What type of creatures lives there? How do waterholes change in wet and dry seasons?Which animals gather at Australian waterholes?Which animals gather at African waterholes?How do they live? What do they eat? How do they defend themselves?How do these creatures behave at different times of the 24 hour day?

AUSTRALIAN CURRICULUM LEARNING FOCUSYear 1 Year 2Students 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

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

1 • representing personal growth and changes from birth recognising that living things have predictable characteristics at different stages of development •exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly•• observing that all animals have offspring, usually with two parents

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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.

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.

LANGUAGEYear 1 Year 2Text organisation and structure Elaborations Text organisation and structure ElaborationsUnderstand that the purposes texts serve shape their structure in predictable ways

discussing and comparing the purposes of familiar texts drawn from local contexts and interests becoming familiar with the typical stages of types of text including recount and procedureusing different types of texts, for example procedures (including recipes) and discussing the text structure

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

identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and imagesbecoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions

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

learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts

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

recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information

Expressing and developing ideas Elaborations Expressing and developing ideas

Elaborations

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

talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’

LITERATUREYear 1 Year 2Literature and context Elaborations Literature and context ElaborationsDiscuss how authors create characters using language and images

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurousdiscussing the characters of fictional animals and how they relate to those of humans

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Responding to literature Elaborations Responding to literature ElaborationsDiscuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences

discussing characters from books and films and whether these are life-like or imaginary (for example talking animals) comparing characters and events in texts to students’ own experiences

Compare opinions about characters, events and settings in and between texts

LITERACYYear 1 Year 2Interacting with others Elaborations Interacting with others ElaborationsEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

listening for details in spoken informative textsparticipating in informal and structured class, group and pair discussions about content area topics, ideas and informationspeaking clearly and with appropriate volumeinteracting confidently and appropriately with peers, teachers, visitors and community memberslearning to value listening, questioning and positive body language and understanding that different cultures may approach these differentlyformulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

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

using spoken language for problem solving, and exploring ideas and conceptslistening for specific information and providing two or more key facts from an informative text spoken or read aloudlistening to, remembering and responding to detailed instructions

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

identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')participating in pair, group and class speaking and listening

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

discussing appropriate conventions to use in group discussionsexploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentationsdemonstrating appropriate listening

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situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of otherstaking turns, asking and answering questions and attempting to involve others in discussionsdemonstrating active listening behaviour and responding to what others say in pair, group and class discussionsexperimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poemsattempting correct pronunciation of new vocabulary

behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activitiesasking relevant questions and making connections with personal experiences and the contributions of othersbrainstorming topics, contributing ideas and acknowledging the ideas of othersspeaking clearly and with appropriate intonationunderstanding how to disagree with a point of view or offer an alternative idea courteouslyexperimenting with presentation strategies such as pitch, volume and intonation

Interpreting, analysing, evaluating

Elaborations Interpreting, analysing, evaluating Elaborations

Describe some differences between imaginative informative and persuasive texts

comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’selecting texts for a particular purpose or task, for example..., a book that will tell a story about a possum

Identify the audience of imaginative, informative and persuasive texts

identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts

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

using contextual and semantic knowledge to make predictions about a text’s purpose and contentcombining knowledge of context, meaning, grammar and phonics to decode textrecognising most high frequency sight words when reading textself-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledgereading aloud with developing fluency and intonation

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

using prior and learned knowledge and vocabulary to make and confirm predictions when reading textusing grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative textsusing knowledge of sound–letter relationships and high frequency sight words when decoding textmonitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge

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and prior and learned topic knowledgeusing grammar and meaning to read aloud with fluency and intonation

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

using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support readingmaking connections between the text and students’ own experiences, and between information in print and imagesfinding key information in a textmaking inferences about characters’ feelings and motivesbuilding knowledge about the topic of the text and learning new vocabulary before and during readingmaking predictions from the cover, from illustrations and at points in the text before reading onretelling the events or key information in the text orally, in writing and/or through digital or arts media

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

making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topicmaking connections between information in print and imagesbuilding on and using prior knowledge and vocabularymaking valid inferences using information in a text and students’ own prior knowledgepredicting, asking and answering questions as they read, and summarising and reviewing meaning

Creating texts Elaborations Creating texts ElaborationsCreate short ... 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

referring to learned knowledge of text structure and grammar when creating a new textapplying new vocabulary appropriately in creating textlearning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or eventsbeginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

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

learning how to plan .. written communications so that listeners and readers might follow the sequence of ideas or eventssequencing content according to text structureusing appropriate simple and compound sentence to express and combine ideasusing vocabulary, including technical vocabulary, appropriate to text type and purpose

Reread student's own texts and discuss possible changes to improve meaning, spelling and

adding or deleting words on page or screen to improve meaning, for example adding an adjective to a

Reread and edit text for spelling, sentence boundary punctuation and text structure

reading their work and adding, deleting or changing words, phrases or sentences to improve meaning, for

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punctuation nounreading the students’ own work aloud to listen for grammatical correctness:checking use of capital letters, full stops, question marks and exclamation markschecking for inclusion of capital letters and full stopsidentifying words which might not be spelt correctlybeginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

example replacing an everyday noun with a technical one in an informative textchecking spelling using a dictionarychecking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marksmaking significant changes to their texts using a word processing program ( for example add, delete or move sentences)

ACHIEVEMENT STANDARDS VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Thinking Processes Standards Year 1 VELS Thinking Processes Standards Year 2

In Thinking Processes, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.

In Thinking Processes, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.

VELS Personal Standards Year 1 VELS Personal Standards Year 2

No standard till Level 3 No standard till Level 3

VELS Interpersonal Learning Standards Year 1 VELS Interpersonal Learning Standards Year 2Building social relationships

appropriate behaviour and awareness of the need to sometimes adapt their behaviour in different contexts

awareness of how personal behaviour influences the feelings of others

reflection on the consequences of their behaviour in social relationships

strategies for dealing with differences that could lead to conflictWorking in teams

knowledge of the different roles within the team concentration by following directions

Building social relationships At Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts. Working in teams At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

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monitoring of group timelines engagement in discussions about group organisation and

processes

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS

AUSTRALIAN CURRICULUM ENGLISH YEAR 1 AUSTRALIAN CURRICULUM ENGLISH YEAR 2 Year 1 achievement standardBy the end of Year 1 students listen to, read and view a range of spoken, written and multimodal texts, recognising the different purposes of these texts. They accurately use knowledge of text structure, letters, words, sentences and directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence. They understand literal and some inferred meanings in imaginative and informative texts and accurately recall some key ideas. They display sustained interest in longer texts listened to and viewed. They know the sounds represented by all letters, and the purpose of capital letters and full stops. They read short, predictable imaginative and informative texts aloud with some fluency and intonation, and use sentence boundary punctuation appropriately to support meaning.

Students create short imaginative, informative and persuasive spoken and written texts for a limited range of purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant vocabulary related to the topic and content of texts to discuss ideas and to share responses. They use capital letters and full stops appropriately. They accurately spell many words with regular spelling patterns and a growing number of irregularly spelled words. They use different interaction conventions including asking questions and making comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics.

Year 2 achievement standardBy the end of Year 2 students listen to, read and view a range of spoken, written and multimodal texts, recalling details and some main ideas and key facts. They begin to compare the content and purposes of different texts on similar topics. They locate literal information in written texts, and refer to features of language and images to make inferences about characters’ actions and motivations. They discuss possible meanings in narratives, and predict likely future events. They sustain interest in characters and events in imaginative texts, seek books by favourite authors and give reasons for personal preferences. They relate information, ideas and events in texts to their own lives and to other texts. They locate information on a variety of topics in texts with some complex language, ideas, images and vocabulary. They read, monitoring meaning and self-correcting using context, prior knowledge, grammar and phonic knowledge.

Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes and audiences, drawing on their own experiences, their imagination and ideas they have learned. They create texts that appropriately include writing and images to support the meaning of the text. They organise texts in predictable ways using a small range of text and sentence structures. They use common punctuation accurately, including sentence boundary punctuation. They use sound-letter correspondence to help spell words correctly in their writing. They use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts.

SUGGESTED RESOURCES FOR THIS UNITThe Crow and the Waterhole by Ambelin Kwaymullina, Fremantle Press 2007Sisi and the Cassowary by Arone Raymond Meeks, Scholastic, 2002Emus and Cassowaries (Australian Animals series) by Debbie Gallagher, MacMillan 2009Aboriginal Australia (map that shows Aboriginal and Torres Strait Islander people and languages) produced by Australian Institute of Aboriginal and

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Torres Strait Islander Studies

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