English Scope and Sequence Foundation to Level 6

Transcription

ENGLISH CURRICULUM SCOPE AND SEQUENCE
Foundation to Level 6
Reading and Viewing
Writing
Speaking and Listening
Contents
1. Introduction
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2. Acknowledgements
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3. Reading and Viewing Levels F-6
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4. Writing Levels F-6
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5. Speaking and Listening Levels F-6
Glossary
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See additional document
INTRODUCTION TO THE ENGLISH SCOPE AND SEQUENCE DOCUMENTS
INTRODUCTION TO THE ENGLISH SCOPE AND SEQUENCE DOCUMENTS
What is a Scope and Sequence?
Scope The breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student’s school life.) All that you do in a
given period.
Sequence The order in which content is presented to learners over time. The order in which you do it.
Together a scope and sequence of learning bring order to the delivery of content, supporting the maximising of student learning and offering sustained
opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the possibility that significant content will
not be included.
Why does a school need a Scope and Sequence?
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An agreed Scope and Sequence for each Learning Area provides a sound basis for a school being able to offer a guaranteed and viable curriculum by
addressing gaps in students’ learning and eliminating unnecessary repetition.
A shared Scope and Sequence within a school enables teachers to have clarity about the knowledge, skills and dispositions that students will acquire in their
learning and what they need to learn next.
A Scope and Sequence supports teachers’ effective unit and lesson planning and enables teachers to maintain a developmental focus on student learning as
the students progress through the school.
The English Scope and Sequence developed by WMR
This document has been developed to support schools with the transition to AusVELS English for 2013 and to Australian Curriculum in 2014. This Scope and
Sequence:
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Links to the professional learning undertaken in Western Metropolitan Region over the last 4 years (2009 – 2012);
Aligns with the content of the online professional learning course - Reading: Teaching, Conferring and Planning for Years P-9 (See Ultranet ID# 110233139)
and other professional resources developed in WMR;
Created by Varda Svigos, Ann Korab, Julie Bennett, Sally Slattery and Leslie Tulloch for Western Metropolitan Region, FEB 2013
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Is based on sound, research-based instructional practices.
Teaching and learning about the content in the Scope and Sequence: Gradual Release of Responsibility Model
It is assumed that the teaching and learning about the content outlined in the Scope and Sequence is all based on the Gradual Release of Responsibility Model
(Pearson and Gallagher, 1983; Duke and Pearson, 2002, pp. 208-210) where the responsibility for the use of a literacy practice gradually transfers from the
teacher to the student.
This model of teaching and learning begins with an explicit description of the literacy practice and an explanation of when and how it is used plus a
demonstration of the literacy practice in action, which is followed by collaborative use of the literacy practice in action, then guided practice of the action for
those students needing more support, and independent use when students apply their learning in the context of new tasks. In schools, this process of scaffolding
is sometimes phrased as
I Do/You Watch
I Do/You Help/We Do Together
You Do/ I Help or support
You Do/I Watch with the expectation that students can perform reading and viewing, writing and listening and speaking learning tasks if good teacher
modelling, collaborative working together, support as needed and sufficient student practice are all evident.
http://activated.act.edu.au/ectl/design/scope_and_sequence.htm
Reading and Viewing
The English AusVELS aims to ensure that students learn to listen, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken,
written and multimodal texts across a growing range of contexts for various purposes and they do this with understanding, fluency and sufficient accuracy to
ensure understanding.
The following practices assist teachers to achieve the aims of English AusVELS Reading and Viewing.
1. Instructional practices and approaches in reading and viewing should include:
Whole class
• Read Aloud
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Shared Reading or Viewing
Response to and discussion about Reading or Viewing
Language Experience Work
Other language work, such as Readers Theatre to support fluency
Small group
• Read Aloud
• Shared Reading or Viewing
• Guided Reading
• Language Experience Work
• Response to and discussion about Reading or Viewing (e.g. book or film clubs, literature circles)
• Other strategy group work such as DR-TA, Reciprocal Teaching, SQ3R, Question the Author, Transactional Strategy work, Readers Theatre
Individual
• Student Independently Reading (silent), print and digital texts
• Student Independently Reading Aloud to another student (e.g. buddy reading) or students (e.g. Readers Theatre) (N.B. NOT Round-Robin Reading)
or Older Student Reading Aloud to an individual student, with discussion about the text
• Student listening to or reading along with a competent reader (e.g. online or with disc)
• Response to Reading or Viewing through discussion or writing
• Language Experience Work
• Independent viewing and responding
Adult
The Language Experience Approach
Language experience activities occur when teachers and students engage in talk about a shared experience and the students’ language is recorded and
subsequently read. This discussion and recording of an experience may be developed with the whole class, a group or an individual. The text and accompanying
illustrations or photographs are usually produced as an enlarged text if the experience is with a group or the class so that the text is suitable for Shared Reading.
This enlarged text may be a large book or a podcast or as a digital text which can be shown on an electronic whiteboard. When the experience is with one
student the published text is mostly for that student to read but can also be added to the collection of Independent Reading resources. Although the recording of
the students’ experiences should firstly be written in their language style, if the text is then to be used for reading it is important that this text has conventional
spelling, grammar and punctuation.
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For further information about Language Experience work refer to Wilson, Lorraine, Write me a Sign (reprinted by and available from Western Metropolitan
Region).
2. The comprehension strategies in reading and viewing
Comprehension strategies are used by competent readers and viewers before, during and after reading or viewing a text. Some writers about this topic refer to
strategies used by readers to ‘think about the text’ and other strategies used by readers to ‘think beyond the text’, but the strategies do not readily fall into just
one of those two categories so it is helpful to refer to the major collection of research about the teaching of comprehension.
The major reference for the information about comprehension in this document is What Research Has to Say About Reading Instruction, published by the
International Reading Association, (3rd edition 2002 and 4th edition 2011).
In the 2002 edition the following main comprehension strategies were identified:
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Predicting/Using Prior Knowledge
Using Text Structures and Features
Questioning
Summarising
Visualising and Creating Visual Representations
Thinking Aloud
A recommended reference based on this research is Teaching Comprehension: An interactive professional development course (levels K-2, 3-6 and 6-9), which
includes a range of other strategies such as inferring and monitoring understanding within Thinking Aloud and includes recommended routines such as Reciprocal
Teaching.
In the 2011 edition of What Research Has to Say About Reading Instruction the following main comprehension strategies were identified:
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Setting purposes for reading
Previewing and predicting
Activating prior knowledge
Monitoring, clarifying, and fixing
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Visualising and creating visual representations
Drawing inferences
Self-questioning and thinking aloud
Summarising and retelling
The research also identified that one of the main elements of effective comprehension teaching is to teach text structure.
So the same comprehension strategies were identified but were listed in more detail and even listed as separate strategies rather than grouped under a major
strategy such as Think Aloud, being defined in more detail as ‘monitoring, clarifying and fixing’ and ‘drawing inferences’. Although ‘activating prior knowledge’ is
listed separately from ‘previewing and predicting’, a reader and viewer actually activates prior knowledge in order to predict so they both would be dealt with in
the strategy ‘predicting/using prior knowledge’ as it was listed in 2002.
The main thing is for teachers to understand that there are these specific comprehension strategies which are important to teach and assess at every year level.
The strategies do not change; the reader and viewer needs to be able to apply them to more complex texts as they develop into more sophisticated and
competent readers and viewers. Also teachers should know that the research again states that these strategies should be taught using the ‘gradual release of
responsibility’ model and that only a brief time should be spent focusing on just one strategy rather than ensuring that students use all of the strategies in an
integrated way.
Teachers can overcome disadvantages in reading comprehension that students bring to school if they have strong teachers of comprehension for two
consecutive years. If the same students have a strong teacher of comprehension for only one year, it has been found that only 25% make progress. So a whole
school approach is recommended.
3. Instructional routines in reading and viewing for scaffolding reading comprehension
In both editions of What Research Has to Say About Reading Instruction there were specific routines identified as being most helpful in teaching students
about using multiple comprehension strategies. These include Reciprocal Teaching and Questioning the Author; other routines that assist students with this
include SQ3R (Survey, Question, Read, Write, Review) and DR-TA (Directed Reading- Thinking Activity).
It has also been found that discussion about texts is essential to aid comprehension, which can be achieved by initiating Literature Circles or Book Clubs.
(Refer to Reading: Teaching, Conferring and Planning for Years P-9, Section 5: Main Comprehension Strategies and Reciprocal Teaching Articles and also Teaching
Comprehension CD-ROMs for information about the comprehension routines.)
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4. Comprehension skills in reading and viewing that require students to ‘think about the text’
Fountas and Pinnell list as separate strategies ‘Analysing’ and ‘Critiquing’, but other authors would include these strategies as part of the work in questioning,
especially in relation to asking critical questions of the text. It is useful to realise that various authors will use different terminology to describe the main
comprehension strategies, but the main thing for students to know is that all of these strategies, no matter what labels are used, will help them to understand
what they are reading and that reading is a process of constructing meaning, not just ‘word calling’.
5. The dimensions of reading other than comprehension
Although comprehension is an extremely important dimension of reading the total reading and viewing curriculum should include:
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Comprehension
The Reading Process
Vocabulary
Fluency
Decoding
Response to reading and viewing
Beginning readers also need to learn about the Concepts of Print.
Also it is essential that teachers ensure that students build disciplinary and world knowledge.
6. Classrooms should have the following literacy practices to support students’ learning
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Explicit teaching of all dimensions of reading, with explicit demonstration and explanation of all strategies, including the purpose of the strategies in
relation to reading more effectively
A focus on building reading stamina across year levels
Well organised classroom libraries with appropriate levelled reading and non-levelled reading material, covering a broad range of interests, genres, styles
and text types that will motivate students to read
Students skilled in selecting appropriate and ‘Just Right’ book selections to meet their various purposes for reading
An extensive independent reading time that includes systematic and regular one-to-one conferring with students
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Ongoing documentation of conference observations, teaching and individual reading goals
Students being able to articulate their strengths as a reader, the goals they are working at to improve their reading and how they will achieve these goals
Student recording of reading logs and reflective journals
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Students discussing their reading and sharing their reflections and recommendations with each other
Differentiated instruction based on the ongoing student assessment, particularly from the observations made during reading conferences
Students continuing their reading after school and during vacations
Access to viewing and discussing a range of film texts is also vital.
Research also indicates that it is not advisable for reading instruction to occur at the expense of disciplinary learning. Knowledge that students gain in more
vigorous social studies and science instruction, including the learning in integrated units of study, fuels comprehension directly and powerfully.
Writing
Writing is a process through which a writer shapes language to communicate effectively. Writing often develops through a series of initial plans and multiple
drafts and through access to informed feedback and response. Teachers should explore the difference between teaching public writing, which focuses on
building both the quality of the writing and students’ knowledge of the writing process and teaching writing to learn, which will focus on using writing to delve
deeper into content knowledge and understanding.
The following practices assist teachers to achieve the aims of English AusVELS Writing.
1. Writing Instructional practices
Whole class
• Modelled Writing
• Shared Writing
• Interactive Writing
• Writing done as part of Language Experience Work
Small group
• Modelled Writing
• Shared Writing
• Interactive Writing
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Guided Writing based on observed needs of students
Strategy group work based on observed needs of students
Writing done as part of Language Experience Work
Groups discussing each other’s writing and providing feedback for the writer
Individual
• Independent writing
• Partner writing
• Writing done as part of Language Experience Work
2. Writing lessons that incorporate the following ‘basic pre-requisites’ (from
Teaching Writing P-9, Dale Gordon for WMR)
Mini-lessons and demonstrations are necessary for students to learn about the many dimensions of writing. These include sessions about:
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Purposeful reasons to write
Identifying audiences – ‘who am I going to write for and why?
Linking purpose, audience, genre, structure
Exploring mentor texts and discussion about a range of authors’ craft
Exploring various ways to write in different genres
A knowledge of writing conventions (spelling, grammar, punctuation)
Learning how to revise, edit and publish
Learning how to design and publish in various ways and using various media
3. The understanding that writing is a recursive process
Writing may include some or all of the following:
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Pre-writing, rehearsing and planning
Drafting
Revising
Editing and proof reading
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Publishing
Celebrating writing and published products
Speaking and Listening
The purpose of speaking and listening is to develop skills to be able to participate in and contribute to discussions, clarifying and interrogating ideas, developing
and supporting arguments, and sharing and evaluating information, experiences and opinions.
1. Practices and routines
The following practices can assist teachers with achieving the aims of English AusVELS Speaking and Listening.
Whole class
• Circle time
• Discussions about texts in Read Aloud or Shared Reading, with comments, questions and discussion by students and teachers
• Discussion at sharing time after independent reading and writing
• Talking about experiences as part of Language Experience work
• Discussion about learning through experiences and inquiries in all disciplines and topics of research and study
Small group
• Small group interactions such as paired or partner work
• Reciprocal teaching groups and groups involved in other comprehension routines, Book Clubs and/or Literature Circles
• Peer tutoring
• Think, Pair, Share
• Partner reading, with comments, questions and discussion by students
• Debates
• Talking about experiences as part of Language Experience work
Turn and talk routine
Individual
• One-to-one conferences
• Story telling
• Book share
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Oral presentations
Show and tell
The preplanning and rehearsing stage of writing with oral discussion
Talking about experiences as part of Language Experience work
3. Opportunities for students to experience a range of the following:
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Exploring how language is used for different formal and informal social interactions
Interpreting the stated and implied meanings in spoken texts
Using evidence to support or challenge different perspectives
Listening to spoken texts constructed for different purposes
Identifying and exploring the purposes and effects of different text structures and language features of spoken texts
Using interaction skills when discussing and presenting ideas and information
Selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning
Planning, rehearsing and delivering presentations
Selecting and sequencing appropriate content and multimodal elements to promote a point of view Celebrating writing and products
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Acknowledgements
The consultants who created these documents studied the components of the AusVELs and Australian Curriculum and decided to organise the WMR English
Scope and Sequence as follows:
• Combine AusVELs and Australian Curriculum
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Separate the content descriptors and reorganise them into Language Modes eg. Section for Reading and Viewing, Writing and Speaking and Listening
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Incorporate Strands (Literature, Language and Literacy) and sub-strands within the three sections
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Add hyperlinks to the Australian Curriculum content descriptors and elaborations
The following changes and additions were then made:
• Some sub-strands and content descriptors were incorporated into more than one language mode eg. Responding to literature was in Listening and
Speaking and Reading
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References to key WMR documents and resources were added
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Links were made to WMR priorities – these links to past and present work were coded eg. TS – Text Structures and features
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Content was added to reflect the comprehensive work undertaken by WMR schools (highlighted in pink) eg the comprehension strategies are unpacked in
more detail in the Reading Mode and now include vocabulary and fluency and, the process of writing is unpacked in more detail and now includes
revising, publishing and celebrating.
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Consultants Sally Slattery, Leslie Tulloch, Varda Svigos, Ann Korab and Tom Campbell, were assisted by a number of expert groups. Special thanks go to Diane
Snowball for writing the comprehensive introduction.
Other contributors included WMR personnel who initiated and coordinated this project, and teachers and consultants across the region, who contributed
suggestions and feedback to the development of these English Scope and Sequence documents. Particular thanks to:
David Lee - Truganina South Primary School.
Verity McAuliffe – St Albans East Primary School
Laura Hargraves – University Park Primary School Jeff
Wilson – Point Cook Prep Year 9 College ENGLISH
CURRICULUM SCOPE AND SEQUENCE – READING
AND VIEWING LEVELS F-6 (aligning AusVELS and the
Australian Curriculum)
ENGLISH CURRICULUM SCOPE AND SEQUENCE – READING AND VIEWING F-6
READING
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Focus of thread
within the sub-strand
F Year level description
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND -SOUND AND LETTER KNOWLEDGE
Alphabet knowledge
The written code of English (the
letters) and how these are
combined in words
Refer to Snowball D and Bolton F
(1999) Spelling K-8
Phonological Awareness
(sounds of language)
Basic knowledge of sounds of
language and how these are
combined in spoken words
(1999) Spelling K-8
Chapter 5
Recognise the letters of the
alphabet and know there
are lower and upper case
letters
(ACELA1440)
D CAP P
Chapter 4
Recognise sound letter —
matches including common
vowel and consonant
digraphs and consonant
blends
(ACELA1458)
Understand the variability
of sound — letter matches
(ACELA1459)
D CAP P Chapter 7
This sequence ends at LEVEL 1
Recognise rhymes, syllables
and sounds (phonemes) in
spoken words
(ACELA1439)
Manipulate sounds in
spoken words including
phoneme deletion and
substitution Chapter 5&6
(ACELA1457)
Know
that
regular
onesyllable words are
made up of letters and
common letter clusters
that correspond to the
sounds
heard
(ACELA1778)
Chapter 7
D CAP P
Recognise
most
soundletter
matches
including silent letters,
vowel/consonant diagraphs
and many less common
sound-letter combinations
(ACELA 1474)
D CAP P
Chapter 5
D CAP P
Chapter 7 & 8
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Decoding
Using knowledge about letters and
sounds and how sounds are
represented by various letters to
problem solve words
Know how to use onset and
rime to spell and decode
words
(ACELA1438)
D CAP P
Chapter 5
Recognise and know how to
use morphemes in word
families to decode words
e.g. play in played and
playing (ACELA1455) Use
visual memory to read high
frequency words
(ACELA1778)
D CAP P Chapter 10 & 17
Recognise common prefixes
and suffixes and how they
change a word’s meaning
(ACLEA1472)
D CAP P
Chapter 13
Automatically recognise high
frequency sight words
(ACELA1486)
Modified from the spelling strand to fit with decoding
DF
Chapter 17
SUB-STRAND - EXPRESSING AND DEVELOPING IDEAS
Visual language
How images work in texts to
communicate meanings, especially
in conjunction with other elements
such as print and sound
Explore the different
contribution of words and
images to meaning in
stories and informative
texts
(ACELA1786)
Compare different kinds of
images in narrative and
informative texts and
discuss how they
contribute to meaning
(ACELA1453)
RT V
RT V C
Identify visual
representations of
characters’ actions,
reactions, speech and
thought processes in
narratives, and consider
how these images add to,
contradict or multiply the
meaning of accompanying
words
(ACELA1469)
RT V
Identify the effect on
audiences of techniques,
for example shot size,
vertical camera angle and
layout in picture books,
advertisements and film
segments
(ACELA1483)
Explore the effect of
choices when framing an
image, placement of
elements in the image, and
salience on composition of
still and moving images in a
range of types of texts
(ACELA1496)
Explain sequences of
images in print texts and
compare these to the ways
hyperlinked digital texts are
organised, explaining their
effect on viewers’
interpretations
(ACELA1511)
RT V VW C
RT V VW
RT V VW C
Identify and explain how
analytical images like
figures, tables, diagrams,
maps and graphs
contribute to our
understanding of verbal
information in factual and
Persuasive texts
(ACELA1524)
RT V VW TS
Refer to WMR online resource Reading: Teaching, conferring and
planning for Years P-9, Section 5
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Focus of thread
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
Vocabulary
The meanings of words including
everyday and specialist meanings
(Tier 1-3 Words) and how words
take their meanings from the
context of the text
*These content descriptors are in
writing mode in AusVELS Refer to
WMR online resource Reading:
Teaching, conferring and planning
for Years P-9, Unit 5
Understand the use of
vocabulary in familiar
contexts related to
everyday experiences,
personal interests,
literature and inquiry topics
being taught at school
(ACELA1437)
vocabulary in everyday and
school contexts
Show appropriate use of
formal and informal terms
of address in different
contexts
(ACELA1454)
vocabulary about familiar
and new topics
Experiment and begin to
make choices of vocabulary
to suit audience and
purpose
(ACELA1470)
Recognise that texts are
Explore differences in
Understand that nouns
made up of words and
words that represent
represent people, places,
The different clauses of words
groups of words that make
people, places and things
things and ideas and can be
used in English (nouns, verbs etc.)
meaning
(nouns, including
common, proper, concrete
and the functions they perform in
(ACELA1434)
pronouns), happenings and
or abstract, and that noun
sentences and when they are
states (verbs), qualities
groups/phrases can be
combined in particular
(adjectives) and details
expanded using articles
recognisable groups such as
LC - G
such as when, where and
and adjectives
phrases and noun groups Refer to
how (adverbs)
(ACELA1468)
WMR text: Language Conventions
(ACELA1452)
P-10 planning and teaching,
LC – G CT
Section C p.102
Word LEVEL grammar
Use extended and technical
vocabulary (Tiers 2-3) and
ways of expressing opinion
including adverbs and
auxiliary verbs which help
form future and past
tenses- ‘will play’, ‘ were
playing’
(ACELA1484)
Continue to incorporate
new vocabulary from a
range of sources
(particularly Tier 3 words
from inquiry topics) into
students’ own texts
(ACELA1498)
vocabulary to express
greater precision of
meaning, and know that
words can have
different meanings in
different contexts
(ACELA1512)
Investigate how
vocabulary choices can
express shades of
meaning, feeling and
opinion (ACELA1525)
Understand that verbs
represent different
processes (doing,
thinking, saying, and
relating) and that these
processes are anchored in
time through tense
(ACELA1482)
Understand how adverb
groups/phrases
and
prepositional phrases work
in different ways to provide
circumstantial details about
an activity
(ACELA1495)
Understand how noun
groups/phrases and
adjective groups/phrases
can be expanded in a
variety of ways to provide a
fuller description of the
person, place, thing or idea
(ACELA1508)
Understand how ideas can
be expanded and
sharpened through careful
choice of verbs, elaborated
tenses and a range of
adverb groups/phrases
(ACELA1523)
LC – G CT
LC – G CT
LC – G CT
LC – G CT
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LC – G CT
Sentence and clause LEVEL
grammar
What a clause is and how simple,
compound and complex sentences
are constructed through one clause
(simple) or by combining clauses
using different types of
conjunctions (compound and
complex)
Refer to WMR text: Language
Conventions P-10 planning and
teaching, Section C p.102
Recognise that sentences
are key units for expressing
ideas
(ACELA1435)
LC-G
Identify the parts of a
simple sentence that
represent ‘what’s
happening?’, ‘who or what
is involved?’ and the
surrounding circumstances
(ACELA1451)
Understand that sentences
can either be a single clause
(simple) or a combination
of clauses (compound).
Conjunctions such as ‘and’
and ‘but’ link clauses in
compound sentences
(ACELA1467)
Understand that
grammatically correct
sentences always have at
least a subject and a verb
and that the subject
explains who or what is
doing the action
(ACELA1481)
Understand that the
meaning of sentences
can be enriched through
the use of different types
of phrases: noun/group
phrases and verb group
phrases and prepositional
phrases (ACELA1493)
LC-G CT
LC-G CT
LC-G CT
LC-G CT
Understand that
compound sentences
contain a clause carrying
the main message and one
or more clauses that
elaborate on that message
(ACELA1507)
Investigate how complex
sentences can be used in a
variety of ways to
elaborate, extend and
explain ideas - Questions,
statements, commands
(ACELA1522)
LC-G CT
LC-G CT
SUB-STRAND - TEXT STRUCTURE AND ORGANISATION
Concepts of print and screen
The different conventions that
apply to how text is presented on a
page or screen
Understand concepts about
print and screen, including
how books, film and simple
digital texts work, and
know some features of
print e.g. Directionality
(ACELA1433)
Understand concepts about
print and screen, including
how different types of texts
are organised using page
numbering, tables of
contents, reading, titles,
navigation buttons, bars
and links
(ACELA1450)
Know some features of text
organisation including page
and screen layouts,
alphabetical order, and
different types of diagrams
e.g. Timelines
(ACELA1466)
Identify the features of
online texts that
enhance navigation
(ACELA1790)
Identify features of online
texts that enhance
readability including text,
navigation, links, graphics
and layout
(ACELA 1793)
TS VW
TS VW
TS VW
CAP TS VW
CAP TS VW
Investigate how the
organisation of texts into
chapters, headings,
subheadings, home pages
and sub pages for online
texts and according to
chronology or topic can be
used to predict content and
assist navigation
(ACELA1797)
TS VW
This sequence ends at
LEVEL 5
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
READING
Focus of thread
14
Purpose audience and
structures of different types of
texts
How texts serve different purposes
and how the structures of types of
texts vary according to the text
purpose
Refer to: AUSSIE Interactive
Teaching Comprehension CD-ROM
Text Structures and Features
Section
Understand that texts can
take many forms, can be
very short (for example an
exit sign) or quite long
Understand that texts have
a structure and purpose
that is predictable
(ACELA 1430)
Understand
that
the
purposes texts serve shape
their structure in predictable
ways
(ACELA1447)
Understand that different
types of texts have
identifiable text structures
and language features that
help the text serve its
purpose
(ACELA1463)
Understand how different
types of texts vary in use of
language choices,
depending on their
purpose and context (for
example, tense and types
of sentences) (ACELA1478)
Understand how texts vary
in complexity and
technicality depending on
the approach to the topic,
the purpose and the
intended audience
(ACELA1490)
TS AP AS I
Understand how texts vary
in purpose, structure and
topic as well as the degree
of formality
(ACELA1504)
TS TLS AP AS I
TS TLS AP AS I
TS TLS AP AS I
Understand how authors
often innovate on text
structures and play with
language features to
achieve particular
aesthetic, humorous and
persuasive purposes and
effects
(ACELA1518)
TS TLS AP AS I
TS AP AS I
TS LE AP AS I
15
READING
Focus of thread within
the sub-strand
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND - LITERATURE AND CONTEXT
How texts reflect the context of
culture and situation in which
they are created
created by authors who tell
stories and share
experiences that may be
similar or different to
students’ own experiences
(ACELT1575)
C VW AP AS I
Discuss how authors create
characters using language
and images
(ACELA1581)
Discuss how depictions of
characters in print, sound
and images reflect the
contexts in which they
were created (ACELT1587)
RT V C VW AP AS I
Discuss texts in which
characters, events and
settings are portrayed in
different ways, and
speculate on the
authors’ reasons
(ACELT1594)
Make connections between
the ways different authors
may represent similar
storylines, ideas and
relationships
(ACELT1602)
Identify aspects of literary
texts that convey details or
information about
particular social, cultural
and historical contexts
(ACELT1608)
RT C VW AP AS I
RT C VW AP AS I
Discuss how authors and
illustrators make stories
exciting, moving and
absorbing and hold readers’
interest by using various
techniques, for example
character development and
plot tension
(ACELT1605)
Recognise that ideas in
literary texts can be
conveyed from different
viewpoints, which can lead
to different kinds of
interpretations and
responses
(ACELT1610)
RT V C VW AP AS I
Make connections between
and those of characters and
events represented in texts
drawn from different
historical, social and
cultural contexts
(ACELT1613)
RT C VW AP AS I
RT AP C VW AP AS I
SUB-STRAND- EXAMINING LITERATURE
Features of literary texts
The key features of literary texts
and how they work to construct a
literary work, such as plot, setting,
characterisation, mood and theme
Identify some features of
texts including events and
characters and retell events
from a text
(ACELT1578)
Recognise some different
text types and identify
some characteristics or
features e.g. beginnings
and endings of traditional
texts and rhyme in poetry
(ACELT1785)
Discuss features of plot,
character and setting in
different types of literature
and explore some features
of characters in different
texts
(ACELT1584)
Discuss the characters and
settings of different texts
and explore how language
is used to present these
features in different ways
(ACELA1591)
Discuss how language is
used to describe the
settings in texts, and
explore how the settings
shape the events and
influence the mood of the
narrative
(ACELT1599)
TS LE
Identify, describe, and
discuss similarities and
differences between texts,
including those by the same
author or illustrator, and
evaluate characteristics
that define an author’s
individual style
(ACELT1616)
TS LE
TS LE RT
TS LE
TS LE RT C AS
TS LE RT
TS LE
Language devices in literary
texts including figurative
language
The language devices that authors
use and how these create certain
meanings and effects in literary
texts, especially devices in poetry
Replicate the rhythms and
sound patterns in stories,
rhymes, songs and poems
from a range
of cultures
(ACELT1579)
Listen to, recite and
perform poems, chants,
rhymes and songs, imitating
and inventing sound
patterns including
alliteration and rhyme
(ACELT1585)
Identify, reproduce and
experiment with rhythmic,
sound and word patterns
in poems, chants, rhymes
and songs (ACELT1592)
TS F LE
Discuss the nature and
effects of some language
devices used to enhance
meaning and shape the
reader’s reaction, including
rhythm and onomatopoeia
in poetry and prose
(ACELT1600)
RP TS F LE
Understand, interpret and
experiment with a range of
devices and deliberate
word play in poetry and
other literary texts, for
example nonsense
words, spoonerisms,
neologisms and pun
(ACELT1606)
Understand, interpret and
experiment with sound
devices and imagery,
including simile, metaphor
and personification, in
narratives, shape poetry,
songs, anthems and odes
(ACELT1611)
RP TS F LE
Identify the relationship
between words, sounds,
imagery and language
patterns in narratives and
poetry such as ballads,
limericks and free verse
(ACELT1617)
RT LE AP V
RT F LE
RT LE AP V
RT LE AP
16
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
READING
the sub-strand
SUB-STRAND - RESPONDING TO LITERATURE
Expressing preferences and
responding to texts
Expressing a personal preference
for different texts and types of
texts, and identifying the features
of texts that influence personal
preference
* Selecting Just Right Texts
Share feelings and thoughts
about the events and
characters in texts
(ACELT1783)
Express preferences for
specific texts and authors
and listen to the opinions
of others (ACELT1583)
RT P C TA
RT AS TA
Identify aspects of different
types of literary texts that
entertain, and give reasons
for personal preferences
(ACELT1589)
Develop criteria for
establishing personal
preferences for literature
(ACELT1598)
Use metalanguage to
describe the effects of
ideas, text structures and
language features of
literary texts
(ACELT1604)
Use metalanguage to
describe the effects of
ideas, text structures and
language features on
particular audiences
(ACELT1795)
TA TS AS LE
TA TS AS LE
RT TS AS TA
RT TS AS TA
Identify and explain how
choices in language, for
example modality,
emphasis, repetition and
metaphor, influence
personal response to
different texts
(ACELT1615)
TA TS AS LE
Personal responses to the
ideas, characters and
viewpoints in texts (Critiquing
– Making
Connections)
An individual response to the ideas,
characters and viewpoints in
literary texts, including relating
texts to their own experiences
Also Referenced from Fountas and
Pinnell The Continuum of Literacy
Learning Grades K-8 (2010)
listening and speaking mode in
AusVELS
Respond to texts,
identifying favourite
stories, authors and
illustrators
(ACELT1577)
Share opinions about
characters, endings and
illustrations
Discuss characters and
events in a range of literary
texts and share personal
responses to these texts,
making connections with
(ACELT1582)
Agree or disagree with the
ideas in a text and give
reasons
Compare and state
opinions about characters,
events and settings in and
between texts and provide
evidence to support them
Share opinions as to the
interesting, humourous
exciting aspects of texts
and justify why
Draw connections between
personal experiences and
the worlds of texts, and
share responses with
others
(ACELT1596)
Evaluate and assess how
graphics and illustrations
add to the text
RT C TA
(ACELT1589)
Hypothesise how
characters could have
behaved differently
RT C TA I
RT C TA I
Notice the authors’
qualifications to write an
informational text and
assess if a text is authentic
RT C TA I
Discuss literary experiences
with others, sharing
responses and expressing a
point of view
(ACELT1603)
Express tastes and
preferences in reading and
support choices with
specific descriptions of text
features (e.g. Plot language,
characters, genre)
Present a point of view
about particular literary
texts using appropriate
metalanguage, and
reflecting on the
viewpoints of others
(ACELT1609)
Analyse and evaluate
similarities and differences
in texts on similar topics,
themes or plots
(ACELT1614)
Evaluate the text in terms
of reader’s own
experiences as adolescents
Critique a text as an
example of genre and
assess if a text is authentic
RT C TA I
Discuss whether social
issues and different cultural
groups are accurately
represented in fiction and
non-fiction texts
RT C TA I
Evaluate whether social
issues and different cultural
groups are accurately
represented in a fiction or
non-fiction text
Express tastes and
preferences in reading and
support choices with
descriptions of text
features (plot, use of
language, kinds of
characters, genres etc)
RT C TA I
17
READING
the sub-strand
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND - TEXTS IN CONTEXT
Texts and the contexts in which
they are used
How texts relate to their contexts
and reflect the society and culture
in which they were created
(including a range of fiction and
non-fiction texts)
Identify some familiar texts
and the contexts in which
they are used
(ACELY1645)
Respond to texts drawn
from a range of cultures
and experiences
(ACELA1655)
TS VW
RT C VW
Discuss different texts on a
similar topic, identifying
between the texts
(ACELY1665)
Identify the point of view in
a text and suggest
alternative points of view
(ACELY1675)
C LE VW
RT TLS C VW
Identify and explain
language features of texts
from earlier times and
compare with the
vocabulary, images, layout
and content of
contemporary texts
(ACELY1686)
RT TS LE C VW
Show how ideas and
points of view in texts are
conveyed through the use
of vocabulary, including
idiomatic expressions,
objective and subjective
language, and that these
can change according to
context (ACELY1698)
RT TS LE AP VW
Compare texts including
media texts that represent
ideas and events in
different ways, explaining
the effects of the different
approaches
(ACELY1708)
Identify and explain
characteristic text
structures and language
features used in a range of
fiction, non-fiction and
persuasive texts to meet
the purpose of the text
(ACELY1701)
Analyse how text structures
and language features work
together to meet the
purpose of a text
(ACELY1711)
RT C LE AP VW
SUB-STRAND - INTERPRETING, ANALYSING AND EVALUATING
Purpose and audience
Recognising and analysing
differences between different types
of texts
Identify some differences
between fiction and
nonfiction texts
(ACELY1648)
Describe some differences
between imaginative,
informative and persuasive
texts
(ACELY1658)
TS LE
Identify the audience and
purpose of fiction, nonfiction
and persuasive texts
(ACELY1668)
Identify the audience and
purpose of a range of
persuasive texts
(ACELY1678)
Identify characteristic
features used in a range of
persuasive texts to meet
the purpose of the text
(ACELY1690)
TS AP LE
TS LE
TS AP LE
TS AP LE
TS AP LE
TS AP LE
Reading processes
Strategies for using and combining
contextual, semantic, grammatical
and phonic knowledge to decode
texts
including
predicting,
monitoring
meaning,
crosschecking,
self-correcting,
skimming and scanning
Read predictable texts,
practising phrasing and
fluency, and monitor
meaning using concepts
about print and emerging
contextual, semantic,
grammatical and phonic
knowledge (ACELY1649)
made up of words and
groups of words that make
meaning (ACELA1434)
Read supportive texts
developing phrasing,
fluency, contextual,
semantic, grammatical and
phonic knowledge and
emerging text processing
strategies, for example
prediction, monitoring
meaning and rereading
(ACELY1659)
RP F I CL
Read less predictable texts
with phrasing and fluency
by combining contextual,
phonic knowledge using
text processing strategies,
for example monitoring
meaning, predicting,
rereading and selfcorrecting
(ACELY1669)
Read an increasing range of
different types of texts by
combining contextual,
phonic knowledge, using
text processing strategies,
for example monitoring
meaning, predicting,
confirming, rereading,
reading on and self
correcting
(ACELY1679)
RP F I CL
RP F I CL
Read different types of
texts by combining
contextual, semantic,
grammatical and phonic
knowledge using text
processing strategies, for
example monitoring
meaning, cross checking
and reviewing
(ACELY1691)
Navigate and read texts for
specific purposes applying
appropriate text processing
strategies, for example
predicting and confirming,
monitoring meaning,
skimming and scanning
(ACELY1702)
Select, navigate and read
texts for a range of
purposes applying
appropriate text processing
strategies and interpreting
structural features, for
example table of contents,
glossary, chapters, headings
and subheadings
(ACELY1712)
RP F I CL
RP F I CL
RP F I CL TS
RP F I CL
18
Analysing and evaluating texts
This sequence starts at LEVEL 6 in AusVELS and Australian Curriculum
Analysis and evaluation of how text
structures and language features
construct meaning and influence
readers/viewers
* For LEVELS F-5 Refer to COMPREHENSION – ANALYSING TEXT STRUCTURES AND FEATURES
Analyse strategies authors
use to influence readers
(ACELY1801)
TA RT TS C I
READING
the sub-strand
Foundation LEVEL
LEVEL 1
LEVEL 2
Level 1 Year level
description
Level 2 Year level
description
LEVEL 3
Level 3 Year level
description
LEVEL 4
LEVEL 5
LEVEL 6
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND - INTERPRETING, ANALYSING, EVALUATING CONTINUED…
Comprehension strategies
Strategies of constructing meaning
from texts, including literal and
inferential meaning
Refer to detailed comprehension
strategies below
For all comprehension strategies
refer to: AUSSIE Interactive
Teaching Comprehension CD-ROMs
and to WMR online resource
Reading: Teaching, Conferring and
Planning for Years P-9, Section 5
Prediction/Prior Knowledge
Referenced from: The Continuum
of Literacy Learning Grades K-8 ,
Irene Fountas and Gay Su Pinnell
(2010)
Questions and Questioning
(2010)
Use comprehension
strategies to understand
and discuss texts listened
to, viewed or read
independently
(ACELY1650)
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
features (ACELY1660)
Use comprehension
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)
Use comprehension
and inferred meaning and
begin to evaluate texts by
drawing on growing
knowledge of context,
text structures and
language features
(ACELY1680)
Use comprehension
and inferred meaning to
expand content knowledge,
integrating and linking ideas
and analysing and
evaluating texts
(ACELY1692)
Use comprehension
strategies to analyse
information, integrating and
linking ideas from a variety
of print and digital sources
(ACELY1703)
Use comprehension
strategies to interpret and
analyse information and
ideas, comparing content
from a variety of textual
sources including media
and digital texts
(ACELY1713)
Uses knowledge of
language structure and
picture information to
anticipate text
Make predictions based on
personal experience and
information gained through
reading
Use text structure and
personal experience to
predict outcome of
narrative and use
knowledge of characters
Search for and use
information to confirm or
disconfirm predictions and
justify using evidence
Make a wide range of
predictions based on
personal experiences,
content knowledge and
knowledge of similar texts
Predict what characters will
do based on traits revealed
by author
Make a wide range of
predictions based on
personal experiences,
content knowledge and
knowledge of similar
texts and provide
evidence
Support predictions with
evidence from text or from
knowledge of genre
Change predictions as new
information is gathered
from a text
Make and continually revise
a wider range of predictions
(what characters will do,
what will happen to solve
the problem, information in
a text) based on personal
experiences, content
knowledge, and knowledge
of similar texts
Use characteristics of genre
as a source of information
to make predictions before
and during reading
Use question stems to ask
questions about a text and
attempt to find answers to
questions
Know that the purpose of
asking questions is to try to
find answers
Verbalise questions and
possible answers
Initiate questions before,
during and after reading
share possible answers to
questions – identifying
evidence for answer e.g.
Right there in text, infer
using clues and knowledge
(author and me)
Use questioning to monitor
understanding – what is the
text about? What is the
problem? Why is the
character doing this? Share
possible answers to
questions using evidence
and links information
across a text to answer
(think and search)
Use questionanswerrelationship (QAR)
to monitor questions and
answers to questions
Ask a range of important
and thick (open) questions
about texts, justifiy answers
using evidence
Share questions and
answers about a range of
texts including evidence
and/or inferences
Identify questions at all
stages of reading, explain
thinking about answers to
questions using QAR
Wonder about topics
related to inquiry and
current events
Ask and share answers
about deep, important
questions about characters,
plot, theme, author’s
purpose etc.
Understand that hearing
other’s questions inspires
new questions
Understand and refine
answers to questions by
listening to the responses
of peers/teachers
Justify questions in terms of
importance, relevance,
19
Reads with a question in
mind and use a variety of
strategies to try to answer it
Inferring
(2010)
Infer and talk about
character’s feelings,
motives, attributes and
actions
Show evidence in the print
or pictures to support
inference
Infer the meaning of
unfamiliar words * AT ALL
LEVELS
Infer cause and effect in
influencing character’s
feelings or underlying
motives and actions Infer
causes of problems or of
outcomes in fiction and
non-fiction texts
Share text clues and prior
knowledge as evidence
to support and justify
inferences (Levels 1-6)
Infer character’s feelings,
motivations and actions
and provide text evidence
to support statements
Show understanding of
characters and their traits
Infer cause and effect in
influencing character’s
feelings or underlying
motives
Infer the big ideas and
theme of a text
Infer character’s feelings,
actions and motivations
through dialogue and
what others say about
them
Infer character
relationships and feelings
about each other
Infer character traits,
motivations, actions and
changes through
description, what they say
and think and how other
characters react to them
Infer character’s thinking
process and struggles at key
decision points in fiction or
biography
Infer the big ideas or
themes and discuss how
they are applicable to
current life situations
pertinent to the
genre/topic
In texts with multiple
complex characters, infer
traits, motivations, actions
and changes through
examining how the author
describes them, what they
say, do, think and what
others say about them
Infer traits, motivations,
actions and changes
through examining how the
author describes them,
what they do, say and think
and what other characters
say about them in text with
multiple complex
characters
Infer causes of problems or
of outcomes in fiction and
non-fiction
READING
FOUNDATION LEVEL
Analysing - Text Structures
and Features – including a
range of fiction and nonfiction
texts
Notice how the author has
made a story funny or
surprising and identify
humour
(2010)
Understand that a story has
characters, a beginning, a
series of events and an
ending
*Can include Author Study,
Literary Elements and Author’s
Purpose
Understand that the
purpose of a non-fiction
text is to inform or teach
LEVEL 1
Differentiate and discuss
differences
between
informational and fiction
texts
Notice and discuss why
author has used layout and
text features
Understand and talk about
when an author has used
top LEVEL structures –
description, compare and
contrast, sequence,
problem and solution
LEVEL 2
LEVEL 3
Notice and discuss aspects
of genres (fiction/nonfiction
– realistic, fantasy,
informational etc.)
Notice aspects of a
writer’s style after
reading several texts by
the author
Notice variety in layout, top
level structures and text
features
Notice specific writing
techniques e.g. question
answer format
Notice and interpret
figurative language and
discuss how it adds to the
meaning
Notice elements of genre
e.g. symbols, motifs,
mood,
LEVEL 4
LEVEL 5
LEVEL 6
Notice aspects of genres –
hybrid texts
Begin to recognise and Analyse texts to determine
understand satire and its
author’s point of view or
purpose and characteristics
bias, and language that
supports
Recognise the use of
figurative or descriptive
language and discuss how it
contributes to meaning of
text
Notice how an author uses
words in a connotative way
(to imply something beyond
the literal meaning)
Notice and discuss author’s
use of symbolism, theme,
perspective and other craft
Examine character traits in a
complex way, recognising
that they are
multidimensional and
change over time
Engage in critical thinking
across an author’s body of
work
Analyse how language,
illustrations and layout
work together to set mood
and convey meaning
Evaluate the author’s use of
characterisation and plot
20
Summarising/Synthesising
(2010)
Recall and retell the
important information or
events in a sequence of
events or steps
Acquire and share new
information from text
Talk about what the reader
already knows about the
topic or a character prior to
reading and how thinking
has changed after reading
and share evidence
Summarise a longer
narrative text with multiple
episodes – including
problem and solution and
identify message and moral
Identify important ideas in a
text and tell or write them
in an organised way
Use prior knowledge to
express changes and
identify new ideas after
reading a text using
evidence
Identify new information
from simple informational
texts and incorporate into
personal knowledge
Follow and remember a
series of events over a
longer text in order to
understand the ending and
explain how ideas are
related
Identify important ideas in a
text and record and report
them in an organised and
sequenced format
Demonstrate learning new
content from reading
Summarise a text at
intervals during the
reading of a longer text
Identify and understand
sets of related ideas
organised into categories
Identify important ideas
in a text and report them
in an organised way
Demonstrate learning
new content through talk
and writing
Express changes in thinking
after reading a text
Demonstrate changing
ideas as the events unfold
and explain why
Synthesise and revise
information across longer
texts
Fluency
(2010)
Identify and read phrases
as word groups using
punctuation to help with
pausing and intonation
Slow down to problem
solve and resume good rate
of reading
Demonstrate phrased,
fluent, oral reading
reflecting dialogue with
expression, appropriate
stress on words and by
using a range of
punctuation and context of
the text e.g. character
feelings, relationships
Reread to solve words or
think about ideas and
resume good rate of reading
Read dialogue with phrasing
and expression that reflects
understanding of characters
and events
Read silently and orally at
an appropriate rate, not too
fast and not too slow
Demonstrate different ways
of reading fiction and
nonfiction texts
Demonstrate appropriate
stress on words, pausing,
phrasing and intonation,
using size of font, bold
and italics, and character
feelings and actions as
appropriate
Adjust reading to process
texts with difficult and
complex layout
Organise important
information (from 2 texts on
same topic) in summary
form and use them as
background knowledge in
reading and discussion
Exercise selectivity in
summarising information
eg. Most important
information/ideas/facts
focused by the reader’s
purpose
Express changes in ideas using Construct summaries that
evidence
are concise and reflect the
important and overarching
ideas and information in
Draw conclusions from
texts
information
Acquire new content and
diverse perspectives
through reading fiction and
NF texts
Mentally form categories of
related information and
revise them as new
information is acquired
across the text
Incorporate new knowledge
to understand characters
and plot from texts
previously read
Integrate prior knowledge
and new information to
create new understandings
and relate this to own life
Demonstrate appropriate
stress on words, pausing
and phrasing, intonation,
and use of punctuation
while reading in a way that
reflects understanding of
the characters, plot and
events
With rehearsal, read texts
orally with dramatic
expression that reflects
interpretation of the deeper
meaning of a text
Identify important ideas
and information and
organise them in summary
form in order to share
learning
Construct summaries that
are concise and reflect the
important and overarching
ideas and information in
texts
Integrate prior knowledge
and new information to
create new understandings
and relate this to own life
After rehearsal perform
oral reading in an
expressive way that reflects
interpretation of the text
Change style and pace of
reading to reflect purpose
and type of text
21
READING
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
AUTHENTIC AND SYSTEMATIC ASSESSMENT WILL INCLUDE A RANGE OF THE FOLLOWING
Assessment is the ongoing
gathering, analysing and
reflecting on evidence to make
informed and consistent
judgements to improve
student learning – includes
authentic, formative and
summative assessment
www.education.vic.gov.au/studen
tlearning/assessment
Individual teacher-student conferring
Individual teacher-student conferring
Anecdotal notes from small group instruction
Anecdotal notes from small group instruction, or Book Clubs/Literature Circles
Student Reading Journal/Notebook Responses
Student Reading Journal/Notebook Responses
Discussion and evidence of achieving reading goals
Discussion and evidence of achieving reading goals
Running Records on self selected (just right) texts – Can be seen or unseen
Running Records on self selected (just right) texts – For some students
Running Records using benchmark assessment e.g. Benchmark Assessment Kit, Fountas and Pinnell
Benchmark Reading Assessment Kit
Running Records using benchmark assessment e.g. Benchmark Assessment Kit, Fountas and Pinnell
Benchmark Reading Assessment Kit
Reading Comprehension Checklists- AUSSIE Interactive: Teaching Comprehension CDROM
Reading Comprehension Checklists- AUSSIE Interactive: Teaching Comprehension CDROM
Marie Clay – Concepts about Print
Reading On Demand Adaptive
English Online Assessment (Optional For LEVEL 1 and 2)
Other
NAPLAN Data and analysis
EAL (English as another Language) Continuum
PAT – ACER Progressive Achievement Tests
NAPLAN Data and analysis
TORCH
PROBE
EAL Reading Continuum
PAT – ACER Progressive Achievement Tests
READING CURRICULUM CODES/KEY
CAP – Concepts About Print
D- Decoding
RP – Reading Process
F – Fluency
RT – Responding to text
LE – Literary elements
Comprehension strategies:
P – Prediction/Prior Knowledge
C - Connections
Q – Questions and Questioning
V – Visualising and Envisioning
TS – Text Structures and features
AP – Author’s purpose
AS – Author study
LC G– Language Conventions Grammar
TLS – Top LEVEL Structures
CT – Cohesive Ties
CL - Clarifying
S – Summarising/Synthesisising
TA – Think Aloud
I - Inferring
VW – Viewing
20
FOUNDATION LEVEL
BY THE END OF FOUNDATION
LEVEL:
Students use predicting and
questioning strategies to make
meaning from texts. They recall
one or two events from texts
with familiar topics.
They understand that there are
different types of texts and that
these can have similar
characteristics.
They identify connections
between texts and their personal
experience. They read short
predictable texts with familiar
vocabulary and supportive
images, drawing on their
developing knowledge of
concepts about print and sound
and letters.
They identify the letters of the
English alphabet and use the
sounds represented by most
letters.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
BY THE END OF LEVEL 1:
Students understand the
different purposes of texts. They
make connections to personal
experiences when explaining
characters and main events in
short texts.
Students understand how similar
texts share characteristics by
identifying text structures and
language features used to
describe characters, settings and
events.
Students understand how
content can be organised using
different text structures
depending on the purpose of the
text.
Students explain how text
structures assist in understanding
the text.
Students understand how the use
of text structures can achieve
particular effects.
They understand how language
features, images and vocabulary
influence interpretations of
characters, settings and events.
They analyse and explain how
different authors represent ideas,
characters and events, use
language features, images and
vocabulary.
They identify the language
used to describe characters and
events.
Students read aloud, with
developing fluency and
intonation, short texts with some
unfamiliar vocabulary, simple and
compound sentences and
supportive images.
When reading, they use
knowledge of sounds and letters,
high frequency words, sentence
boundary punctuation and
directionality to make meaning.
They recall key ideas and
recognise literal and implied
meaning in texts.
They read texts that contain
varied sentence structures, some
unfamiliar vocabulary, a
significant number of high
frequency sight words and
images that provide additional
information.
They monitor meaning and
selfcorrect using context, prior
knowledge, punctuation,
language and phonic knowledge.
They identify literal and implied
meaning, main ideas and
supporting detail.
Students make connections
between texts by comparing
content.
choices are used for different
effects.
They read texts that contain
varied sentence structures, a
range of punctuation
conventions, and images that
provide additional information.
They identify literal and implied
meaning connecting ideas in
different parts of a text.
Students understand that texts
have different structures
depending on the purpose and
audience.
They explain how language
are used to engage the interest
of audiences.
They describe literal and implied
meaning connecting ideas in
different texts.
They express preferences for
particular texts, and respond to
others’ viewpoints.
They analyse and explain literal
and implied information from a
variety of texts.
They describe how events,
characters and settings in texts
are depicted and explain their
own responses to them.
They compare and analyse
information in different texts,
explaining literal and implied
meaning.
They select and use evidence
from a text to explain their
response to it.
They select information, ideas
and events in texts that relate to
their own lives and to other
texts.
23
In addition to WMR texts and resources cited above, the following resources for teaching reading may also be useful:
•
•
•
Bringing Words to Life: Robust Vocabulary Instruction – Isobel Beck, Margaret McKeown, and Linda Kucan (2002)
Beyond Levelled Texts –Karen Syzmusiak & Frankie Sibberson (2001)
Creating a Robust Vocabulary - – Isobel Beck, Margaret McKeown, and Linda Kucan (2008)
•
Mosaic of Thought, Second Edition: The Power of Comprehension Strategy Instruction – Ellin Oliver Keene and Susan Zimmermann (2007)
Differentiation for All – Debbie Miller (2007)
•
Reading with Meaning: Teaching Comprehension in the Primary Grades – Debbie Miller (2002)
•
Reciprocal Teaching at work: Strategies for improving Reading Comprehension – Lori.D Oczkus (2003)
•
Reading for Life: The Learner as a Reader – Learning Media Publishing (1996)
•
Reading Essentials: The specifics you need to teach reading – Regie Routman (2003)
•
Strategies That Work: Teaching Comprehension for Understanding and Engagement – Stephanie Harvey and Anne Goudvis (2007)
•
Teaching Individual Words: One size Does not Fit All – Michael F. Graves (2008)
•
Words, Words, Words: Teaching Vocabulary in Grades 4-12 – Janet Allen (1999)
•
The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction – Gail Boushey and Joan Mosey (2009)
•
What Research Has To Say About Reading Instruction (4th Edition) - S.J Samuels & A E Farstrup (Editors) (2011
Making the most of Small Groups:
ENGLISH CURRICULUM SCOPE AND SEQUENCE – WRITING F-6 (aligning AusVELS and the Australian Curriculum)
ENGLISH CURRICULUM SCOPE AND SEQUENCE - WRITING F-6
WRITING
Focus of thread within the substrand
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND - EXPRESSING AND DEVELOPING IDEAS
Spelling
Knowledge for spelling including
knowledge about how the sounds
of words are represented by
various letters and knowledge of
irregular spellings and spelling rules
(1999) Spelling K-8
Know that spoken sounds
and words can be written
down using letters of the
alphabet and how to write
some high frequency sight
words and known words
(ACELA1758)
Know how to use onset and
rime to spell words
(ACELA1438)
LC-S
Know that regular
onesyllable words are made
up of letters and common
letter clusters that
correspond to the sounds
heard, and how to use visual
memory to write high
frequency words
(ACELA1778)
Recognise and know how to
use morphemes in word
families for example: ‘play’
in ‘played’ and ‘playing’
(ACELA1455)
LC-S
Understand how to use
digraphs, long vowels,
blends and silent letters to
spell words, and use
morphemes and
syllabification to break up
simple words and use
visual memory to write
irregular words
(ACELA1471)
sound–letter relationships
and knowledge of spelling
rules, compound words,
prefixes, suffixes,
morphemes and less
common letter
combinations, for example
‘tion’
(ACELA1485)
Recognise common prefixes
and suffixes and how they
change a word’s meaning
(ACELA1472)
LC-S
Recognise high
frequency sight words
(ACELA1486)
LC-S
strategies for spelling words,
including spelling rules,
knowledge of morphemic
word families, spelling
generalisations, and letter
combinations including
double letters
(ACELA1779)
banks of known words, as
well as word origins, prefixes
and suffixes, to learn and
spell new words
(ACELA1513)
LC-S
banks of known words, word
origins, base words, suffixes
and prefixes, morphemes,
spelling patterns and
generalisations to learn and
spell new words, for
example technical words and
words adopted from other
languages (ACELA1526)
LC-S
Recognise homophones and
know how to use context to
identify correct spelling
(ACELA 1780)
LC-S
24
Vocabulary
The meanings of words including
everyday and specialist meanings
(Tier 1-3 Words) and how words
take their meanings from the
context of the text
WMR online resource Reading:
Teaching, conferring and planning
for Years P-9, Unit 5
Sentence and clause LEVEL
grammar
What a clause is and how simple,
compound and complex sentences
are constructed through one clause
(simple) or by combining clauses
using different types of
conjunctions (compound and
complex)
reading and viewing mode in
AusVELS
teaching Section C p.102
vocabulary in familiar
contexts related to everyday
experiences, personal
interests, literature and
inquiry topics being taught
at school
vocabulary in everyday
contexts as well as a growing
number of school contexts,
including appropriate use of
formal and informal terms of
address in different contexts
Understand the use of new
experiment with and begin
to make conscious choices of
vocabulary to suit audience
and purpose
Use extended and technical
ways of expressing opinion
including adverbs and
auxiliary verbs which help
form future and past tenses‘will play’, ‘were playing’
Continue to incorporate new
vocabulary from a range of
sources (particularly Tier 2
and 3words from inquiry
topics) into students’ own
texts
vocabulary to express
greater precision of
meaning, and know that
words can have different
meanings in different
contexts
Investigate how vocabulary
choices, including evaluative
language can express shades
of meaning, feeling and
opinion
(ACELA 1525)
(ACELA 1470)
(ACELA1437)
(ACELA 1454)
Recognise that sentences are
key units for expressing
ideas
Identify the parts of a simple
sentence that represent
‘what’s happening?’ ‘Who or
what is involved?’ and the
surrounding circumstances
(ACELA1451)
(ACELA1435)
LC-G CT
(ACELA 1484)
Understand that sentences
can either be a single clause
(simple) or a combination of
clauses (compound)
Conjunctions such as ‘and’
and ‘but’ link clauses in
compound sentences
LC-G CT
(ACELA 1498)
Understand that
grammatically correct
sentences always have at
least a subject and a verb
and that the subject explains
who or what is doing the
action
(ACELA 1512)
Understand that the
meaning of sentences can be
enriched through the use of
different types of phrases:
adjectival phrases and
adverbial phrases and
nominal phrases
Understand that complex
sentences contain a clause
carrying the main message
and one or more clauses that
elaborate on that message
Investigate how complex
sentences can be used in a
variety of ways to elaborate,
extend and explain ideas
Questions, statements,
commands
(ACELA 1507)
(ACELA 1522)
(ACELA 1481)
(ACELA 1493)
LC-G CT
(ACELA 1467)
LC-G CT
LC-G CT
LC-G CT
LC-G CT
WRITING
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
25
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND - SOUND AND LETTER KNOWLEDGE
Phonological awareness and
sounds (phonemes)
Basic knowledge of sounds of
language and how these are
combined in spoken words
*These content descriptors are
also included in reading section
Recognise rhymes, syllables
and sounds (phonemes) in
spoken words
Manipulate sounds in
spoken words including
phoneme deletion and
Substitution
Recognise most sound–
letter matches including
silent letters,
vowel/consonant digraphs
and many less common
sound–letter combinations
(ACELA1439)
(ACELA 1457)
LC-S
Refer to: Snowball D and Bolton F
(1999) Spelling K-8 Chapters
Alphabet knowledge
The written code of English (the
letters) and how these are
combined in words
*These content descriptors are also
included in reading section
Chapter 5
Recognise the letters of the
alphabet and know there
are lower and upper case
letters
(ACLEA1440)
LC-S
Refer to: Snowball D and Bolton F
(1999) Spelling K-8 Chapters
Chapter 4
(ACELA 1474)
LC-S
Chapter 5
LC-S
Chapter 7 & 8
Recognise sound letter —
matches including common
vowel and consonant
digraphs and consonant
blends
(ACELA 1458)
Understand the variability
of sound — letter matches
(ACELA 1459)
LC-S Chapter 7 & 8
SUB STRAND - TEXT STRUCTURE AND ORGANISATION
Punctuation
How punctuation works to
perform different functions in a
text
teaching Section B p.77
Understand that punctuation
is a feature of written text
different from letters;
recognise how capital letters
are used for names, and that
capital letters and full stops
signal the beginning and end
of sentences
(ACELA1432)
Recognise that different
types of punctuation,
including full stops, question
marks and exclamation
marks, signal sentences that
make statements, ask
questions, express emotion
or give commands
(ACELA 1449)
LC-P
Recognise that capital letters
signal proper nouns and
commas are used to
separate items in lists
Know that word contractions
are a feature of informal
language and that
apostrophes of contraction
are used to signal missing
letters
(ACELA 1465)
Recognise how quotation
marks are used in texts to
signal dialogue, titles and
quoted (direct) speech
Understand how the
grammatical category of
possessives are signalled
through apostrophes and
use of apostrophes with
common and proper nouns
Understand the uses of
commas to separate clauses
(ACELA 1521)
(ACELA 1492)
LC-P
(ACELA 1480)
LC-P
LC-P
(ACELA 1506)
LC-P
LC-P
LC-P
26
Text cohesion
How texts work as cohesive
wholes through language features
which link the parts of the text
together, such as paragraphs,
connectives, nouns and associated
pronouns
teaching (2010) Section C p.102
Understand that some
language in written texts is
unlike everyday spoken
language
Understand how texts are
made cohesive through
resources, for example word
associations, synonyms, and
antonyms
Understand patterns of
repetition and contrast in
simple texts
(ACELA 1448)
Understand that paragraphs
are a key organisational
feature of written texts
Understand how texts are
made cohesive through the
use of linking devices
including pronoun reference
and text connectives
(ACELA 1479)
Understand that the starting
point of a sentence gives
prominence to the message
in the text and allows for
prediction of how the text
will unfold
Understand that cohesive links
can be made in texts by
omitting or replacing words
(ACELA 1505)
LC-G
(ACELA 1520)
(ACELA1431)
(ACELA 1491)
(ACELA 1464)
LC-G
LC-G
LC-G
LC-G
LC-G
LC-G
WRITING
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND- CREATING LITERATURE
Retell familiar literary texts
through performance, use of
Creating their own literary texts illustrations and images
based on the ideas, features and
structures of texts experienced
(ACELT1580)
Refer to WMR document
Teaching Writing Prep-Year 9
Ch8, Gordon, Dale (2010)
RC MT
Responding to and creating
literary texts
Respond to texts
imaginatively using drawing,
writing, performance and
digital forms of
communication
Recompose and develop a
text by taking key events and
characters using different
media
(ACELT 1593)
(ACELT 1586)
RC MT
Create imaginative texts
based on characters, settings
and events from students’
cultures using different
media including the
exploration of visual
elements such as
perspective, distance or
angle
(ACELT 1601) RC MT
Create literary texts by using
different media, that explore
and imagining
(ACELT 1607)
Create literary texts by
using different media, using
realistic and fantasy settings
and characters that draw on
the worlds represented in
texts students have
experienced (ACELT 1612)
RC MT
RC MT
Create texts that adapt
language features and
patterns encountered in
literary texts, for example
characterisation, rhyme,
rhythm, mood, music, sound
effects and dialogue
(ACELT 1791) RC MT
Create literary texts by
developing storylines,
characters and settings
Create literary texts that
experiment with structures,
ideas and stylistic features of
selected authors
Create literary texts by using
different media, that adapt
or combine aspects of texts
students have experienced
in innovative ways
(ACELT 1618)
RC MT
RC MT
Experimentation and
adaptation
This sequence starts at LEVEL 3
Creating a variety of texts, including
multimodal texts, adapting ideas
and devices from literary texts
(ACELT 1794)
(ACELT 1798)
Experiment with text
features and their effects in
creating literary texts e.g.,
using imagery, sentence
variation, metaphor and
word choice
(ACELT 1800) RC TS MT
RC MT
RC TS AS MT
27
SUB-STRAND – CREATING TEXTS
Creating Texts-Genre
Creating different types of spoken,
written and multimodal texts using
knowledge of text structures and
language features
Teaching Writing Prep-Year 9 Ch7,
Gordon, Dale (2010)
Persuasive Writing Package, WMR
(2010)
Seven Steps to Writing, Jen
McVeity
(Narrative, persuasive, recount)
Create short texts to
explore, record and report
ideas and events using
familiar words and phrases
and beginning writing
knowledge
Suggested genre types;
Recounts
Transactional (lists, labels,
letters)
Informational (simple
reports)
Procedural (How to make or
do things)
Poetry (Shared Poems)
Persuasive
(I like….…because)
(ACELY1651)
Create short fictional and
factual texts that show
emerging use of appropriate
text structure,
sentenceLEVEL grammar,
word choice, spelling,
punctuation and appropriate
text features, for example,
illustrations and diagrams
Create short fictional and
factual texts using growing
knowledge of text structures
and language features for
familiar and some less
familiar audiences
Recount (autobiography)
Transactional (brochures)
Informational (expert report)
do e.g. games, instructions
or recipes
Narrative (personal)
Poetry (Free verse)
Persuasive (advertisements,
slogans, headlines and
simple essay)
Plan, draft, revise, edit and
publish fictional and factual
texts demonstrating
increasing control over text
features and selecting text
features appropriate to the
audience and purpose
(ACELY 1661)
Recount
(biography)
Transactional (requests for
information)
Informational (note taking
and research reports)
Procedural e.g. instructions
Narrative (personal, fables
and folk tales)
Poetry (Free verse,
Australian poetry)
Persuasive (simple essay)
Explanation (How and why
something works or
happens)
Hybrid/Multi Genre (selfselected topic and genres)
G LC TS MT
(ACELY 1682) G TS MT
Recount
Transactional (personal
letters)
Informational (expert report)
do things)
Narrative (innovation on a
text, personal narrative)
Poetry (Free verse)
Persuasive (letters)
Explanation (How something
works)
(ACELY 1671)
G LC MT
G LC TS MT
Plan, draft revise, edit and
texts containing key
information and supporting
details for a widening range
of audiences, demonstrating
increasing control over text
features
Recount (biography)
Transactional (interviews
and questionnaires)
Informational (note taking
and research reports)
Procedural (instructions)
Narrative (fantasy and
horror)
Poetry (Free verse, songs)
Persuasive (simple essay)
Explanation (Design brief)
(ACELY 1694)
G TS MT
texts, choosing text
structures, language
features and digital
resources appropriate to
purpose and audience
publish imaginative,
informative and persuasive
texts, choosing and
experimenting with text
structures, language
features, images and digital
resources appropriate to
Recount (autobiographical
Recount (biographical)
narrative…zooming in on an
Narrative (zooming in on an
event on a personal
event in someone else’s
timeline)
timeline)
Transactional (a request for
Transactional
(surveys)
information)
Informational (newspaper,
Informational
(newspaper, science or weather reports)
science or weather reports)
Procedural (experiments)
Procedural (science
Narrative (memoir)
experiments)
Poetry (Free verse)
Narrative (historical fiction)
Persuasive (critical literacy e.g.
Poetry (Free verse)
propaganda)
Persuasive (arguments,
*Explanation and Hybrid as per
debates)
previous LEVEL
Explanation(how or why
something
happens)
(ACELY 1714)
(ACELY 1704) G TS MT
G TS MT
28
WRITING
Foundation LEVEL
LEVEL 1
The Writing Process
NB: This is a recursive process
where the writer moves
backwards and forwards
through the stages as the
writing is developed and
shaped.
Students at this stage are
taught to Think, Talk,
Sketch and Write about
ideas from their personal
experiences, ideas from The
Language Experience
Approach and ideas from
Mentor texts
Students continue to use
Think, Talk, Sketch, Write as
a process for recording
ideas about their personal
experience, The Language
Experience Approach and
from Mentor texts (writers
craft)
Writers Notebook
To support students in the
selecting ideas for writing,
the teacher can introduce a
Whole Class Writer’s
Notebook and model how
the Think, Talk, Sketch,
Write process helps them
to grow their ideas
Teachers can use a Whole
Class Writer’s Notebook
and/or introduce Individual
Writer’s Notebooks as a
resource for gathering
ideas for future published
writing
Teaching Writing Prep-Year 9 Ch1
and 2, Gordon, Dale (2010)
Refer to:
Pinnell and Fountas (2010)
The Continuum of Literacy
Learning. Chapters on Writing
Students develop a clear
sense of the notebook
entries as a resource for
published writing
Students need many
opportunities to collect
ideas and to reread their
entries
LEVEL 2
LEVEL 3
LEVEL 4
Writers Notebook
Writers Notebook
Writers Notebook
Writers Notebook
Writers Notebook
Teachers have a Personal
Writer’s Notebook (larger
than usual for students to
see, A3) and regularly model
how to add ideas
Writer’s Notebook (larger
than usual for students to
see, A3) and regularly model
how to add ideas
Writer’s Notebook and
regularly model how to add
ideas
ideas
ideas
Teachers can use a Whole
Class Writer’s Notebook to
gather a variety of entries
and to model and
experiment with ideas from
mentor texts (for example,
genre structure)
Students have an Individual
Writer’s Notebook where
they broaden their
strategies for getting ideas
and the variety of entries
Writer’s Notebook to
collect ideas and artefacts
and to experiment with
writer’s craft strategies.
They will use their notebook
as a source for independent
writing
Writer’s Notebook that
reflects their personal style of
notebook
Writer’s Notebook that
reflects their personal style of
notebook
They experiment with a wide
variety of writing craft
strategies
They experiment with a wide
variety of writing craft
strategies
Students’ independent writing
will be sourced from ideas in
their notebooks
Students’ independent writing
will be sourced from ideas in
their notebooks
At this stage students will be
independently gathering and
writing ideas, rereading their
entries and thinking about
possible published pieces.
At this stage students will be
independently gathering and
writing ideas, rereading their
entries and thinking about
possible published pieces
WP WC MT
WP WC MT
By the end of LEVEL 2
students should have an
Individual Writer’s
Notebook to collect ideas
and to experiment with
writer’s craft.
Students are given many
opportunities to collect
ideas and to reread entries
to extend their thinking.
WP WC MT
WP WC MT
WP WC MT
Students need to broaden
their ideas and are given
many opportunities to
revisit and reread entries.
WP WC MT
WP WC MT
LEVEL 5
LEVEL 6
WRITING
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
29
The Writing Process
Pre-writing, Rehearsing and
Planning
Refer to Wright, Alan J (2011)
Igniting Writing p70-74
Students select an idea or
topic from personal
experience, The Language
Experience Approach or
genre studies and rehearse
their ideas through talk
Talk is used to rehearse,
plan and expand ideas (that
may be written later)
These bigger ideas are
connected to their writing
but are not necessarily
represented with words
WP MT
Establish a Draft Folder or
Writing Book for planning.
Set up cross ability writing
partners
Use a Draft Folder or
partners
partners
Writing Book for planning. Set Writing Book for planning.
up cross ability writing
partners
partners
Teachers model how to
select a topic from a
notebook by using Think
Aloud. They use the Think,
Talk, Sketch, Write process
to shape the writing
select a writing task from
the Notebook using Think
Aloud to consider purpose
and audience. They model
Think Talk Plan as a
prewriting strategy
Teachers model a writing
task using mentor texts to
discuss purpose and
audience
Teachers model a writing
task using mentor texts to
discuss purpose and
audience
Students find and discuss
ideas and topics from their
Notebooks and Genre
studies to plan in their draft
folders/writing books
Students find and discuss
ideas and topics from their
Notebooks and Genre
studies to plan in their draft
They use talk to plan,
rehearse and expand ideas
Students use talk to shape
the writing and to generate
and rehearse language
Teacher talk can include
reference to mentor texts
and the purpose and
audience for the writing
WP MT
Students select and
develop a central idea
from their notebooks.
They use talk to plan,
rehearse and expand ideas.
They plan in their draft
WP MT
The Writing Process
Drafting
(Independent Writing)
Writing involves the 5 Key Writing
Instructional Practices and The
Language Experience Approach
Teaching Writing Prep-Year 9 Ch1
and 2, Gordon, Dale (2010)
Teachers model how to use
the Think, Talk, Sketch,
Write strategy to compose
a message or a story on a
simple topic
Students use sketching and
words to compose a
message or a story on a
simple topic (e.g. personal
narratives, Language
Experience)
WP WC MT
take the sketch or plan and
write a draft that relates to
the sketch
They use mentor texts to
model aspects of writer’s
craft such as organization
of structure and content.
Students draft into Draft
Folders or Writing Books
with the end format in
mind (audience and
purpose)
They reread writing as they
draft
They understand that
changes can be made in
response to teacher or
partner feedback
They organise related ideas
and maintain a focus. The
writing is related to the
sketch or plan
WP MT
WP MT
Teachers model and use
mentor texts to share the
drafting of a piece of
writing.
They model
aspects of writing craft (e.g.
organization of structure
and content, voice and
word choice)
writing
This includes aspects such
as writing craft,
and content.
writing
This includes aspects such
as writing craft,
and content.
Students draft into Draft
Folders or in Writing Books,
They maintain a focus,
organize related ideas and
write in order of events.
They understand that a
writer rereads and can
choose to revise while
drafting (recursive process)
Students draft a text into
Draft Folders or Writing
Books. They can rewrite
sections of the draft to
clarify meaning in response
to partner or teacher
feedback (audience and
purpose)
Students produce multiple
drafts on selected parts of
their writing in their Draft
Folders (e.g. multiple leads
and endings to select the
most effective)
WP WC MT
writer rereads drafts and
can choose to revise while
WP WC MT
WP WC MT
Establish writing partners
(student or teacher choice)
Teachers continue to
provide models and
conferences as a support in
the rehearsing and planning
process
Teachers continue to
provide models and
conferences as a support in
the rehearsing and planning
process
discuss purpose and
audience
Students select ideas and
topics that they wish to
develop from their
Notebooks. They consider
Students select ideas and
topics that they wish to
develop from their
Notebooks
Students use talk to shape
the writing and to generate
and rehearse language
WP MT
They are given time to think
and refine their writing
intentions before drafting
(Vision before Revision)
WP MT
mentor texts to teach
aspects of writing craft,
organization and structure
mentor texts to teach
aspects of writing craft,
organization and structure
Students understand that a
choose to and revise while
drafts on selected parts of
their writing in their Draft
Folders (e.g. opening
paragraphs or endings in
order to select the most
effective)
They reread drafts to check
for clarity and purpose
ensuring that the central
focus or idea is maintained
across paragraphs
drafts in Draft Folders on
selected parts of writing
(e.g. strong leads, final
statements, closures with
effective summaries)
They name and try out
crafting techniques
WP WC MT
They emulate the writing of
authors by thinking of and
examining mentor texts
WP WC MT
WP WC MT
30
WRITING
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
31
The Writing Process
Revising, Revisioning and
Rethinking writing
Refer to:
Learning. Chapters on Writing
Wright, Alan J (2011)
Igniting Writing p70-74
Teachers model through
Shared or Interactive
Writing aspects of Writers
Craft e.g. matching words
with the picture
Teachers use mentor texts
to connect students with
specific aspects of an
author’s craft e.g. Show Not
Tell
They consider the flow of
ideas and conventions of
writing
They consider the flow of
ideas, the sentence
structure and fluency, word
choice and the organization
of the writing
connect students with
writers craft
Online Resource:
Reading: Teaching, Conferring and
Planning For Years P-9 (2012)
Unit 5: Classroom Libraries
Students reread their
writing to make sure the
meaning is clear
Refer to Igniting Writing. p73, for
ARMS strategy
They add detail or labels to
their sketches and add or
delete words in their
writing
Students reread drafts to
make meaning
They use the ARMS strategy
(Add, Remove, Move,
Change)
author’s craft
They consider clear ideas,
sequencing of information,
word choice.
make meaning
They change their writing in
response to feedback from
partner or teacher
(Add, Remove, Move,
Change)
author’s craft e.g. word
choice, voice and paragraph
form
author’s craft e.g. working
on smooth transitions
between parts of writing
Students identify vague
parts in their writing and
sequence and change
information to clarify
meaning
make meaning and make
changes in response to
partner and teacher
feedback
(Add, Remove, Move,
Change)
WP WC MT
They use sticky notes or
add extra pieces of paper to
the piece
WP WC MT
WP WC MT
author’s craft e.g. use
language devices e.g.
imagery, similes,
metaphors, adjectival
phrases and clauses
author’s craft e.g. character
development, establishing
a greater sense of setting,
matching vocabulary to the
genre
Teachers model the use of
varied word choice, voice,
as in point of view and
organization of ideas and
structure of the writing
develop ideas through plot
or setting
develop ideas through
narrative devices and show
how to support judgements
with evidence
They model how to reshape
writing to make the text
into a different genre e.g.
personal narrative to poem
They show students how to
develop voice in their
writing by adjusting tone
and style
partner and teacher
feedback
partner and teacher
feedback
(Add, Remove, Move,
Change)
(Add, Remove, Move,
Change)
WP WC MT
WP WC MT
Students understand and
internalize the purpose of
crafting techniques and try
these in the revisions
Students use the ARMS
strategy (Add, Remove,
Move, Change)
They reread drafts to make
meaning and make changes
in response to partner and
teacher feedback
WP WC MT
WP WC MT
The Writing Process
Editing and Proof Reading
Editing texts to improve structure,
grammar, punctuation and spelling
Refer to Gordon, Dale (2010)
Teaching Writing Prep-Year 9 Ch 1
teaching p 94
Teachers model how to edit
writing with:
Correct spelling of high
frequency words from the
Word Wall
An attempt at the phonetic
spelling of unfamiliar words
Left to Right directionality
Spaces between words
Capital letters at the
beginning of the sentence
Full stops
(ACELY 1652)
(1999) Spelling K-8
Chapter 16
WP
Teachers use modelling to
demonstrate how to edit
writing
writing
writing
writing
writing
writing
Students reread own texts
and discuss possible
changes to improve
structure, grammar,
punctuation and spelling
e.g. They correctly spell
high frequency words from
the Word Wall.
Students reread own texts
and discuss possible
changes to improve
structure, grammar,
Students reread and edit
texts for structure,
grammar, punctuation and
spelling
Students reread and edit for
structure, grammar,
their own and others’
writing using agreed criteria
to improve structure,
grammar, punctuation and
spelling on a range of more
sophisticated texts.
their own and others’ work
using agreed criteria and
explaining editing choices
on a range of more
sophisticated texts
They experiment with the
use of question marks
and exclamation marks
They use capitals at the
beginning of the sentence
(ACELY 1662)
WP
They experiment with the
use of full stops,
exclamation marks, capital
letters for people, places
and proper nouns
They experiment with
commas in a series, in
compound sentences and
in dialogue (direct speech);
quotation marks in direct
speech; apostrophes for
contractions
They practise using
punctuation
marks,
indenting, conjunctions,
capitalization for headings
(ACELY 1705)
(ACELY 1695)
WP
(ACELY 1715)
(ACELY 1683)
(ACELY 1672)
WP
32
WP
WP
WP
WRITING
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
The Writing Process
Publishing and Celebrating
Publishing is a process of preparing
a text for final presentation or for
sharing with the intended audience
Refer to:
Learning - Chapters on Writing
Students “fancy up”
selected pieces of writing
and talk about these
completed pieces to the
class
RC
Teachers model options for
publishing and provide
resources and advice for
publishing
Students select pieces of
writing for publishing. They
embellish their sketches
and add a cover
Students share the writing
by reading it to the class
Teachers model options
and provide resources and
advice for publishing
Teachers provide options,
publishing
Teachers provide options,
publishing
A focus may include:
attention to layout,
illustrations and other
graphics, dedications, table
of contents and/or About
the Author piece
A focus may include: the
importance of citing
sources of information
use of a variety of text
characteristics such as
titles, headings, sub
headings, insets, glossary, a
contents page
use of a variety of text
characteristics such as
titles, headings, sub
headings, insets, glossary, a
contents page, adding a
bibliography of sources
where needed.
RC
A focus may include: adding
a short summary or blurb
where needed
RC
RC
RC
RC
RC
33
Handwriting
Developing a fluent, legible
handwriting style, beginning with
unjoined letters and moving to
joined handwriting
Refer to Department of Education
(2002) The Teaching of
Handwriting
Students
produce
lowercase and upper case
letters using learned letter
formations
Teachers
discuss
terminology
related to letters, e.g.,
starting
point,
lines,
slanting
Teachers model correct
grip, paper placement and
posture.
Teachers model correct
letter formation. spacing,
shape,
size,
slope
Teachers develop fine
motor skills
Students write using
unjoined lower case and
upper case letters
Students consolidate
consistent letter formation,
grip, posture and paper
placement
They reduce the size of
their writing, increase
speed and fluency and
begin to develop a personal
writing style
Using a range of software
applications to construct and edit
print and multimodal (non- print)
texts
Construct texts using
software including word
processing programs
Knows some favourite
websites and uses them to
get information
(ACELY1654)
RC
Students write using joined
letters that are clearly
formed and consistent in
size
They reduce the size of
their writing, increase
speed and fluency and
begin to develop a personal
writing style
Teachers Introduce by
modelling the Victorian
Modern Cursive (joined)
the (ACELY 1684)
They
understand
purposes of legible
handwriting
Students write using
clearly-formed joined
letters, and develop
increased fluency and
automaticity
They continue to develop a
personal writing style
Note: The context for
developing handwriting at
this stage is when students
are publishing writing
pieces, during small group
instruction, students of like
needs and within one on
one conferences
Students develop a
handwriting style that is
legible, fluent and
automatic
(ACELY 1696)
(ACELY 1706)
Use a range of software
including word processing
programs to construct, edit
and publish written text,
and select, edit and place
visual, print and audio
elements
Use a range of software
programs with fluency to
construct, edit and publish
written text, and select,
edit and place visual, print
and audio elements
Use for general
communication,
gathering information/
research and publishing
(ACELY 1697)
Use for general
communication,
(ACELY 1707)
RC
RC
Note: Once students have
a well developed standard
form, they may be
encouraged to personalize
Victorian Modern Script
and adapt it to suit their
writing purposes, e.g.
embellishments, alternative
styles for different purpose
(ACELY 1663)
Students develop a
handwriting style that is
legible, fluent and
automatic and varies
according to audience and
purpose
Note: Once students have a
well developed standard
form, they may be
encouraged to personalize
Victorian Modern Script
and adapt it to suit their
writing purposes, e.g.
embellishments, alternative
styles for different
purposes
(ACELY 1716)
(ACELY 1673)
(ACELY1653)
Use of software
Students write legibly and
with growing fluency using
unjoined upper case and
lower case letters
Construct texts that
incorporate supporting
images using software
programs
Construct texts featuring
print, visual and audio
elements using software,
programs
Use for general
communication,
(ACELY 1664)
Use for general
communication,
(ACELY 1674)
RC
RC
Use software including
word processing
programs with growing
speed and efficiency to
construct and edit texts
featuring visual, print and
audio elements Use for
general communication,
(ACELY 1685)
RC
Use a range of software,
programs, learning new
functions as required to
create texts. Use for
general communication,
(ACELY 1717)
RC
WRITING
Foundation LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
34
Formative Rubrics assess students’
understandings of a genre while
they are in the process of writing
the genre independently. Students
and teachers use the rubric to help
improve and provide feedback
about writing.
Summative Rubrics show what
writing is expected as a final
product. These can be linked to the
Achievement standards.
Record Keeping Book OR folder for tracking anecdotal records and conferences
Record Keeping Book OR folder for tracking anecdotal records and conferences
Class writing goals (displayed on Anchor Charts) e.g. What Do Good Writers Do? Use spaces between words.
Put their ideas in order
Teacher –student conferences that link to setting individual student goals
Teacher –student conferences to set individual goals which are linked to class writing goals
Student self- assessment using criteria checklists that define ideas, organization, voice, word choice,
sentence fluency and conventions
Self–assessment using I can cards e.g. I can use spaces between words (optional)
Group conferencing with a Guided writing group
Group conferencing with a Guided writing group
Writing Partners conferring with criteria checklists. Teacher to review effectiveness of partnerships
(ongoing)
Roving conferences
Gordon, Dale Teaching Writing
Prep-Year 9
Ch6. P. 106-119
Ch3. P. 37-52.
Ch1. P. 19-20
Roving conferences
Team and collegiate work (PLT’s) to moderate and analyse student writing samples
Team and collegiate work (PLT’s) to moderate and analyse student writing samples
Foundation and LEVEL 1: Self–assessment using I can cards e.g. I can add more details to my sketch, I can
add more words to my writing
LEVEL 2: Student self-assessment using criteria checklists that define ideas, organization, voice, word choice,
sentence fluency and conventions.
LEVEL 1-2: Writing partners using the criteria from the Anchor Charts to revise and edit
Other
English On Line -Level 1-2 (optional)
EAL Writing Continuum
NAPLAN
EAL Writing Continuum
WRITING CURRICULUM CODES/KEY
LC-G-Grammar
LC-S- Spelling
LC-P- Punctuation
WP – Writing Process (Planning, Drafting, Revising, Editing, Proofreading and
Publishing)
WC- Writer’s Craft
G – Genre study
RC- Respond Create
MT - Mentor Texts
TS – Text structures and features
35
Foundation LEVEL
BY THE END OF FOUNDATION:
Students when writing will be
able to use familiar words and
phrases and images to convey
ideas.
Their writing shows evidence of
sound and letter knowledge,
beginning writing behaviours and
experimentation with capital
letters and full stops.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
BY THE END OF GRADE 3:
Students will include writing and
images to express and develop in
some detail, experiences, events,
information, ideas and
characters.
Students when writing will use
language features to create
coherence and add detail to their
texts.
They accurately spell words with
regular spelling patterns and use
capital letters and full stops.
Students when writing will be
able to create texts that show
how images support the meaning
of the text.
They will accurately spell familiar
words and attempt to spell less
familiar words and use
punctuation accurately.
They correctly form all upper and
lowercase letters.
They will legibly write unjoined
upper and lowercase letters.
Students when writing will
provide details about ideas or
events.
They will demonstrate
understanding of grammar and
choose vocabulary and
punctuation appropriate to the
purpose and context of their
writing.
They correctly form known upper
and lowercase letters.
They use knowledge of sounds
and high frequency words to
spell words accurately, checking
their work for meaning.
They legibly write using
consistently sized joined letters.
LEVEL 3 Work samples: English
Portfolio
Foundation Work Samples:
English Portfolio
Portfolio
They understand how to express
an opinion based on information
in a text.
They create texts that show
understanding of how images
and detail can be used to extend
key ideas.
Students create structured texts
to explain ideas for different
audiences.
LEVEL 5
Students will be able to use
language features to show how
ideas can be extended.
They develop and explain a point
of view about a text. They create
a variety of sequenced texts for
different purposes and
audiences.
When writing, they demonstrate
understanding of grammar,
select specific vocabulary and use
accurate spelling and
punctuation, editing their work
to provide structure and
meaning.
LEVEL 6
Students will understand how
language features and language
patterns can be used for
emphasis.
They show how specific details
can be used to support a point of
view.
They explain how their choices of
language features and images are
used.
They create detailed texts
elaborating upon key ideas for a
range of purposes and audiences.
They demonstrate understanding
of grammar, make considered
choices from an expanding
vocabulary, use accurate spelling
and punctuation for clarity and
make and explain editorial
choices.
Portfolio
They demonstrate understanding
of grammar, select vocabulary
from a range of resources and
use accurate spelling and
punctuation, editing their work
to improve meaning.
Portfolio
Portfolio
Portfolio
36
In addition to WMR texts and resources cited above, the following resources for teaching writing may also be useful:
•
•
•
6 + 1 Traits of Writing: Traits 1-5 – Ruth Culham (2005)
A New Grammar Companion for Teachers – Beverly Derewianka (2011)
A Writer’s Notebook – Ralph Fletcher (1996)
•
•
About the Authors: Writing Workshop with our Youngest Students – Katie Ray Wood (2004)
Boy Writers: Reclaiming Their Voices – Ralph Fletcher (2006)
•
•
Craft Lessons: Teaching Writing K-8 - Ralph Fletcher & JoAnn Portalupi, (2007)
Genre Study: Teaching with Fiction and Non-fiction Books – Irene Fountas and Gay Su Pinnell (2012)
•
Mentor Texts AND Non-fiction Mentor texts – Lynne Dorfman and Rose Capelli (2007) and (2009)
•
•
•
Non-fiction Craft Lessons: Teaching Information Writing K-8 - Ralph Fletcher& JoAnn Portalupi (2001)
Notebook Know-How: Strategies for the Writer's Notebook – Aimee Buckner (2005)
Teaching the Qualities of Writing – Ralph Fletcher and JoAnn Portalupi (2004)
•
•
The Revision Toolbox: Teaching Techniques That Work – Georgia Heard (2002)
The No-Nonsense Guide to Teaching Writing – J.Davis and S. Hill (2003)
•
•
Writing Essentials – Regie Routman (2005)
Write Ways: Modelling Writing Forms (Third Edition) – Lesley Wing Jan 2011
ENGLISH CURRICULUM SCOPE AND SEQUENCE – SPEAKING AND LISTENING LEVELS F-6 (aligning AusVELS and the Australian Curriculum)
ENGLISH CURRICULUM SCOPE AND SEQUENCE - SPEAKING AND LISTENING F-6
SPEAKING & LISTENING
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Focus of the thread within the
sub-strand
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 year level
description
SUB STRAND – LANGUAGE VARIATION AND CHANGE
Language variation and
Understand that English
is Understand that
people use Understand
that spoken, Understand
that languages
Understand that
standard Understand
that the Understand that different
change one of many
languages different
systems of visual and
written forms of have
different written and
Australian English is one
of pronunciation,
spelling and social and geographical
used in meanings of words have
different oral Australia, and that
How English varies
dialects or accents are
while it histories and
according to spoken in
used context and
change over in Australia
Australia and that
purpose including
in addition to
communication to cater
different languages may
to language are different
be different needs and
visual communication
modes of
many social dialects
communication systems,
cultural and historical contexts
English
spoken by family,
purposes and that many
with different features
and traditions and
different originated in
England it has time
Standard Australian
classmates and
(ACELA 1426) systems to
community people may
communicate to the
with others context and
use sign their use varies
according ways of
constructing been
audience, purpose,
meaning other languages
(ACELA 1500) (ACELA
cultural
background (ACELA 1475) (ACELA 1487)
influenced by many
1515)
(ACELA 1443)
(ACELA 1460)
37
SUB- STRAND - LANGUAGE FOR INTERACTION
Language for social
interactions
How language used for different
formal and informal social
interactions is influenced by the
Evaluative language
How language is used to express
opinions, and make evaluative
judgments about people, places,
things and texts
Explore how language is
used differently at home
and at school depending
on the relationships
between people (ACELA
1428)
Understand that language
can be used to explore
ways of expressing needs,
likes and dislikes
is used in combination
with other means of
communication, for
example facial expressions
and gestures to interact
with others (ACELA1444)
Understand that there are
different ways of asking for
information, making offers
and giving commands
(ACELA1446)
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
Explore different ways of
expressing emotions,
including verbal, visual,
body language and facial
expressions
Identify language that can
be used for appreciating
texts and the qualities of
people and things e.g.
character traits, changes in
character and the use of
terms such as… I’m
thinking…. This made me
think…..
(ACELA 1462)
(ACELA 1429)
(ACELA 1787)
Understand that successful
cooperation with others
depends on shared use of
social conventions,
including turn-taking
patterns, and forms of
address that vary according
to the degree of formality
in social situations
Understand that social
interactions influence the
way people engage with
ideas and respond to others
for example when exploring
and clarifying the ideas of
others, summarising their
own views and reporting
them to a larger group
(ACELA 1476)
(ACELA 1488)
Examine how evaluative
language can be varied to
be more or less forceful
e.g. provide reasons and
argue for a point using
evidence
Understand differences
between the language of
opinion and feeling… I’m
thinking that….and the
language of factual
reporting or recording.eg.
The text is mainly about…
Understand that patterns
of language interaction vary
across social contexts and
type of texts and that they
help to signal social roles
and relationships
Understand that strategies
for interaction become
more complex and
demanding as Levels of
formality and social
distance increase
(ACELA 1501)
(ACELA 1516)
Understand how to move
beyond making bare
assertions and take account
of differing perspectives
and points of view e.g. take
perspectives that may be
unfamiliar to interpreting
characters motives, causes
of action or themes
(ACELA 1502)
Understand the uses of
objective and
subjective language and
bias Eg.
(ACELA1461)
(ACELA 1477)
(ACELA 1489)
(ACELA 1517)
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND – RESPONDING TO LITERATURE
Personal responses to the
ideas, characters and
viewpoints in texts
An individual response to the ideas,
characters and viewpoints in
literary texts, including relating
texts to their own experiences
*These content descriptors are
also in Reading and Viewing
section
Respond to texts,
identifying favourite
stories, authors and
Illustrators
e.g. talks about character
feelings, motives and
attributes, and
interpretation of pictures
Use Think Aloud to clarify
thought.
(ACELT 1577)
Discuss characters and
events in a range of literary
texts and share personal
responses to these texts,
making connections with
e.g. text to self connections
showing empathy for
characters and their
feelings and motivations.
Using key language stems
such as ‘This reminds me
of….I remember when’
thought (ACELT 1582)
Compare opinions about
characters, events and
settings in and between
texts e.g. text to text
connections…’This reminds
me of…..’
thought
Draw connections between
personal experiences and
the worlds of texts, and
share responses with
others e.g. Text to World
connections…’this reminds
me of…’
thought
Discuss literary experiences
with others, sharing
responses and expressing a
point of view…e.g. I
think…because, I believe….
because….
thought
Present a point of view
about particular literary
texts using appropriate
metalanguage, and
reflecting on the viewpoints
of others…e.g. use Think
Aloud to make visible the
strategies involved in
presenting a point of
view…I’m visualizing.. I’m
inferring that…This reminds
me..
(ACELT 1603)
(ACELT 1609)
(ACELT 1589)
Analyse and evaluate
in texts on similar topics,
themes or plots
e.g. being able to discuss
the big ideas or themes of
texts and how they are
applicable to their lives
today
thought
(ACELT 1596)
38
(ACELT 1614)
39
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Level 1 Year level
description
Level 2 Year level
description
Level 3 Year level
description
Level 4 Year level
description
Level 5 Year level
description
Level 6 Year level
description
SUB-STRAND – INTERACTING WITH OTHERS
Classroom contexts that involve listening and speaking interactions:
Can Include- Turn and Talk routines, small group and whole class discussions, Reading and Writing Conferences, Show and Tell, Reciprocal Teaching, Literature Circles, Book Clubs, Language Experience Approach (particularly for EAL)
Listening and speaking
interactions
The purposes and contexts through
which students engage in listening
and speaking interactions
Listen to and respond orally
to texts and to the
communication of others in
informal and structured
classroom situations
Engage in conversations
and discussions, using
active listening behaviours,
showing interest, and
contributing ideas,
information and questions
Refer to Fountas and Pinnell The
Continuum of Literacy Learning
Grades K-8 (2010) Years Pre K-8
Oral communication
(ACELY 1646)
Listening and speaking
interactions
Use interaction skills
including listening while
others speak, using
appropriate voice Levels,
articulation and body
language, gestures and eye
contact
including turn-taking,
recognising the
contributions of others,
speaking clearly and using
appropriate volume and
pace
(ACELY 1784)
(ACELY 1788)
Listen for specific purposes
and information, including
instructions, and extend
students’ own and others’
ideas in discussions e.g. I
agree with …but I would
like to extend on that
point…
Listen to and contribute to
conversations and
discussions to share
information and ideas and
negotiate in collaborative
situations
Interpret ideas and
information in spoken texts
and listen for key points in
order to carry out tasks and
use information to share
and extend ideas and
Information
(ACELY 1676)
(ACELY 1656)
(ACELY 1687)
(ACELY 1666)
Clarify understanding of
content as it unfolds in
formal and informal
situations, connecting ideas
to students’ own
experiences and present
and justify a point of
view…e.g. uses language
such as...Can someone help
me clarify…,I’m not sure
about….but I think….’
Participate in and
contribute to discussions,
clarifying and interrogating
ideas, developing and
supporting arguments,
sharing and evaluating
information, experiences
and opinions
(ACELY 1709)
(ACELY 1699)
The skills students use when
engaging in listening and speaking
interactions
planning for Years P-9, Unit 14
Reciprocal Teaching,
including initiating topics,
making positive statements
and voicing disagreement
in an appropriate manner,
speaking clearly and
varying tone, volume and
pace
appropriately
Use interaction skills,
including active listening
behaviours and
communicate in a clear,
coherent manner using a
variety of everyday and
learned vocabulary and
appropriate tone, pace,
pitch and volume
(ACELY 1789)
(ACELY 1792)
Use interaction skills such
as acknowledging another’s
point of view and linking
students’ response to the
topic, using familiar and
new vocabulary and a range
of vocal effects such as
tone, pace, pitch and
volume to speak clearly and
coherently
Use interaction skills, for
example paraphrasing,
questioning and
interpreting non-verbal
cues and choose vocabulary
and vocal effects
appropriate for different
audiences and purposes
Use interaction skills,
varying conventions of
spoken interactions such
as voice volume, tone,
pitch and pace, according
to group size, formality of
interaction and needs and
expertise of the
audience
(ACELY 1796)
(ACELY 1816)
(ACELY 1688)
Refer to AUSSIE Interactive
Teaching Comprehension CDROM See Reciprocal Teaching, Literature
Circles and Book Clubs
40
Oral presentations
The formal oral presentations that
students engage in including
presenting recounts and
information, and presenting and
arguing a point of view
Refer to Fountas and Pinnell The
Continuum of Literacy Learning
Grades K-8 (2010) Years Pre K-8
Oral communication
Deliver short oral
presentations to peers
Consider, voice,
conventions, organization
of the topic, word choice,
ideas and content
(ACELY 1647)
Make short presentations
using some introduced text
structures and language,
for example opening
statements
Rehearse and deliver short
presentations on familiar
and new topics
Consider voice,
ideas and content
Consider voice,
ideas and content
(ACELY 1657)
(ACELY 1667)
Plan and deliver short
presentations, providing
some key details in logical
sequence
Consider voice,
ideas and content
Plan, rehearse and deliver
presentations incorporating
learned content and taking
into account the particular
purposes and audiences
Consider voice,
ideas and content
presentations for defined
audiences and purposes
incorporating accurate and
sequenced content and
multimodal elements
Consider voice,
ideas and content
(ACELY 1677)
(ACELY 1689)
(ACELY 1700)
presentations selecting and
sequencing appropriate
content and multimodal
elements for defined
audiences and purposes,
making appropriate choices
for modality and emphasis
Consider voice,
ideas and content
(ACELY 1710)
41
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
Formative rubrics and checklists
are used by the teacher to assess
student’s skills in speaking and
listening.
Summative rubrics and checklists
show the expectations of speaking
and listening in a variety of
contexts. These can be linked to
the Achievement Standards.
Individual student assessment through authentic oral language experiences e.g. Oral interactions during the
Language Experience Approach, Show and Tell, Imaginative play etc.
Individual student assessment through authentic oral language experiences e.g. Oral interactions during Book
Clubs, Reciprocal Teaching, debates etc.
Anecdotal notes from individual and small group observation
Anecdotal notes from individual and small group observation
Checklists from the Fountas and Pinnell 2010 The Continuum of Literacy Learning Grades K-8 Years Pre kK8 Oral Communication
Checklists from the Fountas and Pinnell 2010 The Continuum of Literacy Learning Grades K-8 Years Pre K-8
Oral Communication
Class speaking and listening goals displayed on anchor charts e.g. What Do Good Speakers Do? Speak in full
sentences etc. What Do Good Listeners Do? Eyes on the speaker etc.
Teacher – Student conversations that assess individual speaking and listening goals.
Checklist Assessing Student’s Language - Alan Wright
Checklist Assessing Student’s Language - Alan Wright
EAL Continuum Speaking and Listening
EAL Continuum Speaking and Listening
Other
English Online Assessment Level 1 and 2 (optional)
Record of Oral Language (optional)
FOUNDATION LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
42
BY THE END OF FOUNDATION:
Students listen to and use
appropriate language features to
respond to others in a familiar
environment.
They listen for rhyme, letter
patterns and sounds in words.
They understand that their texts
can reflect their own
experiences.
They identify and describe likes
and dislikes about familiar texts,
objects, characters and events.
In informal group and whole
class settings, students
communicate clearly.
They retell events and
experiences with peers and
known adults.
They identify and use rhyme,
letter patterns and sounds in
words.
Students listen to others when
taking part in conversations
using appropriate language
features.
They listen for and reproduce
letter patterns and letter
clusters. Students understand
how characters in texts are
developed and give reasons for
personal preferences.
understanding of the connection
between writing, speech and
images.
They create short texts for a
small range of purposes. They
interact in pair, group and class
discussions, taking turns when
responding.
They make short presentations
of a few connected sentences on
familiar and learned topics.
Students listen for particular
purposes. They listen for and
manipulate sound combinations
and rhythmic sound patterns.
When discussing their ideas and
experiences, students use
everyday language features and
topic-specific vocabulary.
They explain their preferences
for aspects of texts using other
texts as comparisons.
They create texts that show how
images support the meaning of
the texts.
They create texts, drawing on
their own experiences, their
imagination and information
they have learned.
Students listen to the views of
others and respond
appropriately.
features are used to link and
sequence ideas.
can be used to express feelings
and opinions on topics.
They create a range of texts for
familiar and unfamiliar
audiences.
They contribute actively to class
and group discussions, asking
questions, providing useful
feedback and making
presentations.
Students listen for key points in
discussions. They use language
features to create coherence
and add detail to their texts.
They understand how to express
an opinion based on information
in a text.
understanding of how images
and detail can be used to extend
key ideas.
They create structured text to
explain ideas for different
audiences.
They make presentations and
contribute actively to class and
group discussions, varying
language according to context.
They use a variety of strategies
to engage in group and class
discussions and make
presentations.
Students listen and ask questions
to clarify content.
They use language features to
show how ideas can be
extended.
Students listen to discussions,
clarifying content and
challenging others’ ideas.
features and language patterns
can be used for emphasis.
They develop and explain a point
of view about a text selecting
information, ideas and images
from a range of resources.
They show how specific details
can be used to support a point of
view.
They create a variety of
sequenced texts for different
purposes and audiences.
They explain how their choices
for language features and
images are used.
group discussions, taking into
account other perspectives.
They create detailed texts,
elaborating on key ideas for a
range of purposes and
audiences.
group discussions, using a
variety of strategies for effect.
In addition to WMR texts and resources cited above, the following resources for teaching listening and speaking may also be useful:
•
•
Are you Listening? Fostering conversations that help young children learn – Lisa Burman (2008)
First Steps 2nd Edition Speaking and Listening Map of Development and Resource Books (2005)
•
Speaking and Listening for Preschool through 3rd Grade – Lauren B.Resnick (2008)
•
Talk about Us: Rethinking Classroom Talk to Enhance Comprehension – Ellin Oliver Keen (2012)
AusVELS Standards and progression point examples
43
44

English Scope and Sequence Foundation to Level 6

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