ENGLISH CURRICULUM SCOPE AND SEQUENCE Pre Foundation …balmoralcommunitycollege.vic.edu.au/.../9249/English_Scope_and_Se… · ENGLISH CURRICULUM SCOPE AND SEQUENCE Pre Foundation

ENGLISH CURRICULUM SCOPE AND SEQUENCE

Pre Foundation to Level 2

Reading and Viewing

Writing

Speaking and Listening

Contents

1. Introduction 1

2. Acknowledgements 11

3. Reading and Viewing Levels Pre F-2 13

4. Writing Levels Pre F-2 26

5. Speaking and Listening Levels Pre F-2 39

Created by Varda Svigos, Ann Korab, Julie Bennett, Sally Slattery and Leslie Tulloch for Western Metropolitan Region, 2012

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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?

• 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:

• 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;

• Is based on sound, research-based instructional practices.


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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

• 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


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Small group

• Read Aloud

• Shared Reading or Viewing

• Guided Reading


• 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) Adult 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


• Independent viewing and responding

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.

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.


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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:

• 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:

• Setting purposes for reading

• Previewing and predicting

• Activating prior knowledge

• Monitoring, clarifying, and fixing

• 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.


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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.


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(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.)

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:

• 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

• 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


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• 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

• 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

• 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


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Small group

• Modelled Writing

• Shared Writing

• Interactive Writing

• 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:

• 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

• 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


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• 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 Turn and talk routine

• Peer tutoring

• Think, Pair, Share

• Partner reading, with comments, questions and discussion by students

• Debates


Individual

• One-to-one conferences

• Story telling

• Book share

• Oral presentations

• Show and tell

• The preplanning and rehearsing stage of writing with oral discussion


3. Opportunities for students to experience a range of the following:

• 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


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• Selecting and sequencing appropriate content and multimodal elements to promote a point of view Celebrating writing and products

Acknowledgements

The consultants who created these documents studied the components of AusVELs, the Australian Curriculum and The Victorian Early Years Learning and Development

Framework, and developed the English Scope and Sequence as follows:

• Linked VEYLDF documents to the AusVELS document

• Combine AusVELs and Australian Curriculum

• Separate the content descriptors and reorganise them into Language Modes eg. Section for Reading and Viewing, Writing and Speaking and Listening

• Incorporate Strands (Literature, Language and Literacy) and sub-strands within the three sections

• 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

• References to key WMR documents and resources were added

• Links were made to WMR priorities – these links to past and present work were coded eg. TS – Text Structures and features

• 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.

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.


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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 PRE F-2

READING AND VIEWING Correlating VEYLDF

Outcomes PRE FOUNDATION LEVEL FOUNDATION LEVEL LEVEL 1 LEVEL 2

Focus of thread within the sub-strand VEYLDF Outcomes Pre-Foundation Year Level description Foundation Year Level description Level 1 Year Level description Level 2 Year Level description

SUB STRAND SOUND & 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 Chapters 6-10 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children engage in a range of texts

Begin to understand key literacy and

numeracy concepts and processes such

as the sounds of language, Concepts

About Print and the ways texts are

structured

Notice letters have different shapes Understand the concept of a letter Match like letters by shapes Connect particular letters to their lives (e.g. names, environmental print) Produce some letter names

F+P

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

Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound — letter matches (ACELA1459) D

Phonological Awareness (sounds of language) Basic knowledge of sounds of language and

how these are combined in spoken words Refer to Snowball D and Bolton F (1999) Spelling K-8 Chapters 6-10 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children begin to understand how symbols and pattern systems work Children begin to listen and respond to sound and patterns in speech stories and rhyme

Understand that words are made up of sounds Hear and say rhyming words Hear and connect rhyming words e.g. dog…hog Clap the syllables of a word with educator help Say the onsets and rimes of words with educator help Play with the sounds of language-orally and in text F+P

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) Make connections between words by letters, sounds, spelling patterns D

Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard D

http://www.vcaa.vic.edu.au/Pages/earlyyears/vfldoutcomes/index.aspx






http://www.australiancurriculum.edu.au/English/Curriculum/F-10?layout=3


http://www.australiancurriculum.edu.au/English/Curriculum/F-10?layout=3#level=1




http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1440













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Decoding Using knowledge about letters and sounds ad how sounds are represented by various letters to problem solve words Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Understanding that alphabet letters

and combinations of letters represent

specific sounds

Recognising and locating own name

and a few high frequency words Make

connections between own name and

other words (same letters)

Recognising the words have the same

rime (ending part such as at, mat, sat

F+P

Know how to use onset and rime to spell and decode words (ACELA1438) D

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


Refer to WMR online resource - Reading: Teaching, conferring and planning for Years P9,

Section 5

Correlating VEYLDF


Focus of thread within the sub-strand

VEYLDF Outcomes Pre-Foundation Year Level description Foundation Year Level description Level 1 Year Level description Level 2 Year Level description

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 Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children begin to understand how

symbols and pattern systems work.

They develop an understanding that

symbols are a powerful means of

communication and that ideas,

thoughts and concepts can be

represented through them

Notice and talk about photos, pictures,

drawings and familiar written words

(names like mum). Understand that

print conveys meaning. Note print in

the environment and look for its

meaning.

Explore the different contribution of

words and images o meaning in

stories and informative texts.

(ACELA1786)

Compare different kinds of images in

narrative and informative texts and

discuss how they contribute meaning.

(ACELA1453)

Identify visual representations of

characters’ actions, reactions, speech

and though processes in narratives,

and consider how these images add to,

contradict or multiple the meaning of

accompanying words.























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Vocabulary The meanings of words including everyday and specialist meanings (Marzano 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 BBB Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Use language and representations from play music and share and project meaning Use language to communicate thinking

about quantities to describe attributes

about objects and collections and to

explain maths ideas

Understand and use words related to familiar experiences and are able to label familiar items such as pets, food, family etc. BBB Notice and use new interesting words from stories, songs, poems (in conversations) and can retell stories with assistance Use some words that describe (adjectives and adverbs) F+P

Understand the use of vocabulary in

familiar contexts related to

everyday experiences, personal

interests, literature and inquiry

topics being taught at school

(ACELA1437)

Understand the use of vocabulary in

everyday and school contexts Show

appropriate use of formal and

informal terms of address in

different contexts (ACELA1454)

Understand the use of vocabulary about familiar and new topics Experiment and begin to make

choices of vocabulary to suit audience

and purpose (ACELA1470)

Word LEVEL grammar The different clauses of words used in English (nouns, verbs etc.) and the functions they perform in sentences and when they are combined in particular recognisable groups such as phrases and noun groups Refer to WMR text: Language Conventions P10 planning and teaching Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Readers use understandings of

grammatical structures to help them to

make predictions about the type of

word (for example a noun or a verb)

that comes next in the text

Understand that words are made of letters and can locate some known letters in print such as their name and familiar words that are displayed around the centre F & P

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

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) LC - G

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

Sentences 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 P10 planning and teaching Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education

Outcome 5: Children are effective communicators Understanding the ways that words are put together to make meaning, eg understanding the word order for statements and questions.

Use sentences that are more complex than children would use in oral conversation but no tricky structures that children would find hard to repeat F+O p364

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) LC-G

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) LC-G
























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Correl ating

VEYL

DF Outco

mes




Focus of thread within the

substrand

VEYLDF Outcomes

Pre-Foundation Year Level

description Foundation Year Level description Level 1 Year Level description Level 2 Year Level description

SUB STRAND – LITERATURE AND CONTEXT




Focus of thread within the substrand VEYLDF Outcomes



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 Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicator. Understand how print works, has meaning, is made up of words and is read from left to right, top to bottom.

Demonstrate how to hold books correctly when reading to children, turn pages front to back, left to right directionality etc.

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) CAP TS VW

Understand concepts about print and screen, including how different types of texts are organised using pate numbering, tables of contents, reading, titles, navigation buttons, bars and links (ACELA1450) CAP TS VW

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams e.g. Timelines (ACELA1466) TS VW

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 VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Understand how texts such as books,

films, songs, advertising catalogues

and websites are constructed, and

how this construction works to

present particular points of view.

Understand that texts take different forms (poems, ABC books, informational books etc. Understand that texts can have structure as in a story (beginning middle and end) -repeating patterns

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) TS

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

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











































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How texts reflect the context of culture and situation in which they are created Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education

Outcome 5: Children are effective communicators Creating texts that are inclusive of

diverse cultures and languages

Make connections with the text (on a theme, experience or cultural level) Include aspects of family culture and

the home language in the classroom.

Notices, posters, charts and signs

can be displayed in both English and

the home language. The centre and

schools materials and resources

should reflect family cultural

diversity. F+O p546

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) C VW

Discuss how authors create characters using language and images (ACELA1581) RT V C VW

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

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 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Understand the ways that texts are put together, e.g. stories will typically contain an introduction, an event or series of events and a conclusion.

Recognises and discusses simple plots, easy to understand problem and solution, predictable character traits, rhyme, rhythm and repetition, simple repetitive dialogue. F & P.

Identify some features of texts including events and characters and retell events from a text (ACELT1578) Recognise some different types texts

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) TS

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELA1591) TS

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 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Encourage children to talk about

sounds, clap the beat, repeat

repetitive refrains.

Experiment with rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures. BBB

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures. (ACELT1579) RP TS F

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

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


READING AND

VIEWING Correlating VEYLDF


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
























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Focus of thread within the sub-

strand

VEYLDF Outcomes



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 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children actively use, engage with and

share the enjoyment of texts in a range

of ways

Talk about whether they liked a text and say why Talk about favourite parts of the story. F & P

Share feelings and thoughts about the events and characters in texts (ACELT1783) RT P

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

Identify aspects of different types of literary texts that entertain, and give

reasons for personal preferences (ACELT1589) RT TS

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 *These content descriptors are in listening and speaking mode in AusVELS Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Begin to make connections between and see patterns in their feelings, ideas, words and actions and those of others Talk with children about what is

happening in books and photographs

and help them to make connections to

their own experiences.

Talk about whether they liked a particular character and say why Make a personal response to ideas in a text .e.g. to a character/situation Making connections between the text and their own lives. F & P

Respond to texts, identifying favourite stories, authors and Illustrators (ACELT1577) Share opinions about characters, ending and illustrations RT C TA

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with

students’ own experiences (ACELT1582) Agree or disagree with the ideas in a text and give reasons Hypothesise how characters could have behaved differently RT C TA

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, humorous ore exciting aspects of texts and justify why (ACELT1589) RT C TA




























18





substrand

VEYLDF Outcomes



SUB STRAND – TEXTS IN CONTEXT
















19

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) Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Provide opportunities for children to engage with familiar and unfamiliar culturally constructed texts

Children are exposed to a range of text types such as stories, poems, rhythms, factual books, magazines, newspapers, menus, internet. BBB F & P

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

Respond to texts drawn from a range of cultures and experiences (ACELA1655) RT C VW

Discuss different texts on a similar topic, identifying similarities and

differences between the texts (ACELY1665) RT TLS C VW

SUB STRAND – INTERPRETING, ANALYSING AND EVALUATING

Purpose and audience Recognising and analysing differences

between different types of texts Refer to VEYLDF Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Children engage with a range of texts. These include: oral texts: conversations, stories, poems, songs, rhymes printed texts: notes, books, magazines visual texts: photographs, drawings, paintings musical texts: songs, performances gestural texts: body and facial gestures, dance, movement spatial texts: constructions, sculptures multimodal texts (that is, texts that integrate different modes, such as images, words and sound): television, DVDs, computer games, internet sites.

Educators immerse children in a range of text types noticing key features and differences. BBB

Identify some differences between fiction and non-fiction texts (ACELY1648) TS

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

Identify the audience and purpose of fiction, non-fiction and persuasive texts (ACELY1668) TS AP

Reading processes Strategies for using and combining contextual, semantic, grammatical and phonic knowledge to decode texts including predicting, monitoring, crosschecking, self-correcting, skimming and scanning Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Understand that text structure is crucial

to making meaning from print. That

grammar ( language structure) enables

predictions about words.

Educators model how print works: early literacy concepts about print e.g. directionality etc., recognising a few high frequency words and relationships between letters and sounds. BBB F & P

Read predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) RP F

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

meaning and rereading (ACELY1659) RP F

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) RP F


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























20




substrand


SUB STRAND – INTERPRETING, ANALYSING, EVALUATING CONT’D

Comprehension strategies Strategies of constructing meaning from texts, including literal and inferential meaning Detailed comprehension strategies follow For all comprehension strategies refer to: AUSSIE Interactive Teaching Comprehension CDROM and to WMR online resource Reading: Teaching, conferring and planning for Years P-9, Section 5 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Use a range of strategies, including

using the pictures, their memory,

recognition of familiar words and their

understanding of text conventions and

print to make meaning

Educators model the use and language of the comprehension strategies to generate talk about the text, to deepen understanding, and to foster enjoyment. BBB F & P

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

structures and language features

(ACELY1660)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

Analysing and evaluating texts Analysis and evaluation of how text

structures and language features

construct meaning and influence

readers/viewers

Refer to Comprehension – Analysing Text Structures and Features.

























21


substrand


COMPREHENSION STRATEGIES

Prediction/Prior Knowledge Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 4: Children are confident and involved learners Children make predictions by asking

questions, challenging their thinking

and inviting them to consider a

range of possibilities.

Predict the ending of a story based on reading the beginning and middle Make predictions based on personal experience and knowledge Predict daily events or activities at the centre, the next part of a familiar story. BBB F & O

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

Questions and Questioning Refer to Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education

Outcome 4: Children are confident and involved learners Encourage children to ask questions

such as “What do you think might

happen if….” To promote creativity,

imagination and divergent thinking.

Educators model asking questions before, during and after reading a story (literal and inferential) I’m wondering why what where when… how, why, if… Children ask simple questions about the text. F & O

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 Shares possible answers to questions –

identifying evidence for answer e.g. Right

there in text, infer using clues and

knowledge (author and me)

Uses questioning to monitor understanding – what is the text about? What is the problem? Why is the character doing this? Shares possible answers to questions using evidence and links information across a text to answer (think and search)














22

Inferring Refer to Fountas & Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 4: Children are confident and involved learners Use reflective thinking to consider

why things happen and what can be

learnt from these experiences

Infer and talk about characters feelings and actions I think…..because……. F & P

Infer and talk about characters feelings, motives and 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 characters 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 characters feelings, motivations and

actions and provide text evidence to support statements Show understanding of characters and their traits Infer cause and effect in influencing

characters feelings or underlying motives Infer the big ideas and theme of a text





substrand


COMPREHENSION STRATEGIES

Analysing - Text Structures and Features – including a range of fiction and non-fiction texts Refer to Fountas & Pinnell The Continuum of Literacy Learning Grades K-8 (2010) *Can include Author Study, Literary Elements and Author’s Purpose Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Provide a range of texts in the environment including books, posters, signs, DVDs and CD-ROMS and relevant community languages as well as English. Talk about features of factual texts

such as a table of contents

Exposure to a range of text e.g. Factual text that has one clear idea on a page Cumulative texts Texts with rhythm and rhyme Fairy tales etc. F & P

Notice how the author has make a story funny or surprising and identify humour Understand that a story has characters, a beginning, a series of events and an ending Understand that the purpose of a

nonfiction text is to inform or teach

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

Notice and discuss aspects of genres (fiction/non-fiction – realistic, fantasy, informational etc.) Notice variety in layout, top LEVEL structures and text features Notice and interpret figurative language and discuss how it adds to the meaning














23

Summarising/Synthesising Refer to Fountas & Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years

2009

Outcome 5: Children are effective communicators Educators facilitate children’s capacity to express ideas and make meaning with a range of media eg acting out familiar stories, creating learning stories with drawings or photographs

Remember what the story is about during reading experiences. Educators model how to Identify new information in text and pictures while reading. Retell stories through play and drama experiences.

Recall and retell the important information or events in a sequence of events or steps Acquire and share new information

from text

Summarise a longer narrative text with multiple episodes – including problem and solution Identify important ideas in a text and tell or write them in an organised way Express changes in ideas after reading a

text

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

Fluency Refer to Fountas & Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Refer to WMR online resource - Reading: Teaching, conferring and planning for Years P-9, Section 8 Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Facilitate children’s engagement with a range of texts and their capacity to get meaning from these texts

Educators model fluent reading. In story/reading the educators point to the words while reading and reflects the punctuation of the text in their voice.

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 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 non-fiction texts

CAP – Concepts about print D- Decoding RP – Reading Process F – Fluency RT – Responding to text LE – Literary elements AP – Author’s purpose

AS – Author study LC G– Language Conventions Grammar TLS – Top LEVEL Structures

Comprehension strategies:


AUTHENTIC AND SYSTEMATIC ASSESSMENT WILL INCLUDE A RANGE OF THE FOLLOWING

READING AND VIEWING PRE-FOUNDATION FOUNDATION -LEVEL 2

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/studentlea rning/assessment Refer to WMR online resource - Reading: Teaching, conferring and planning for Years P-9, Section 7 VEYLDF Document 7:Assessment for Learning and Development VEYLDF For all Children Birth to Eight Years

Refer to Effective Assessment in Document 7 VEYLDF p11 Observations (for example, running records, anecdotal records) Conversations Checklists Samples of work Rating scales Video or audio recordings of children’s conversations or play Photographs Webs of children’s ideas about a topic from initial discussion and throughout a project Tests Conversations with families, colleagues and other professionals

Individual teacher-student conferring Anecdotal notes from small group instruction Student Reading Journal/Notebook Responses Discussion and evidence of achieving reading goals Running Records on self- selected (just right) texts – Can be seen or unseen 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 Marie Clay – Concepts about Print English Online Assessment (Optional For LEVEL 1 and 2)

Other

EAL (English as another Language) Continuum

http://www.education.vic.gov.au/studentlearning/teachingresources/esl/default.htm



Created by Varda Svigos, Ann Korab, Julie Bennett, Sally Slattery and Leslie Tulloch for Western Metropolitan Region, 2012 25

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PRE FOUNDATION LEVEL FOUNDATION LEVEL LEVEL 1 LEVEL 2

BY THE END OF PRE FOUNDATION LEVEL: Children’s learning in the following 5 outcomes are assessed Outcome 1: Children have a strong sense of identity Outcome 2: Children are connected with and contribute to their world Outcome 3: Children have a strong sense of well being Outcome 4: Children are confidant and involved learners Outcome 5: Children are effective communicators

BY THE END OF THE FOUNDATION LEVEL: Children 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.

BY THE END OF LEVEL 1: Children understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Children 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.

BY THE END OF LEVEL 2: Students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing

content.


ENGLISH CURRICULUM SCOPE AND SEQUENCE – WRITING LEVELS PRE F-2

WRITING Correlating VEYLDF



substrand

VEYLDF Outcomes



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 Refer to Snowball D and Bolton F (1999) Spelling K-8 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education

The educator provides opportunities during reading and writing experiences to have fun with letters They use children’s initials to investigate letter positions in words read ABC books play letter games

Use scribbles, symbols that simulate letters and some actual letters (randomly chosen) to “write” (pretend) text with the intention of representing meaning P337 F and O

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 one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high frequency words (ACELA1778) 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) Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) LC-S

Vocabulary The meanings of words including everyday and specialist meanings (Marzano Tier 1-3 Words) and how words take their meanings from the context of the text Refer to WMR online resource Reading: Teaching, conferring and planning for Years P-9, Unit 14 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education

The educator models the use of words for labelling drawings and paintings Children understand that labels provide important information

Boehms concepts

Vocabulary should be taught both directly and indirectly, but most will be learnt indirectly through the provision of stimulating and languagerich environments. Vocabulary learning should involve active engagement in learning tasks Revisiting and revision of new words is important p. 260 F &O

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

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA 1454)

Understand the use of new vocabulary (Tiers 1-3) and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA 1470)








































Sentences 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) *These content descriptors are in reading and viewing mode in AusVELS Refer to WMR text: Language Conventions P-10 planning and teaching Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education Refer to VEYLDF For all Children Birth to Eight Years

2009

Outcome 5: Children are effective communicators Teacher use simple but conventional sentence structure when using modelled or shared writing. Children understand the ways that

words are put together to make

meaning e.g. understanding the word

order for statements and questions

Oral Language provides a prelude to children’s writing. Educators need to support children in developing the ability to construct sentences in different ways and with growing grammatical complexity P365 F and O

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) LC-G

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 (ACELA 1467) LC-G





substrand


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 Refer to: Snowball D and Bolton F (1999) Spelling K-8 Chapters 6-10 Refer to: Pinnell & Fountas (2010) The Continuum of Literacy Learning. Chapters on Writing Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children begin to understand how

symbols and pattern systems work.

They begin to listen and respond to

sound and patterns in speech, stories

and rhyme

Develops an awareness of rhyming words e.g. hear and connect rhyming words onsets and rimes e.g. say the onsets

and rimes of words with educator help

syllables e.g. clap the syllables of words

with teacher help phonemes e.g. enjoy

stories and poems that illustrate play

with the sounds of language words e.g

hear word boundaries and understand

that words are made up of sounds P68

F+P

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

Manipulate sounds in spoken words including phoneme deletion and Substitution (ACELA 1457) LC-S

Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA 1474) LC-S

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 Refer to: Snowball D and Bolton F (1999) Spelling K-8 Chapters 6-10 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education Refer to: Pinnell & Fountas (2010) The Continuum of Literacy Learning. Chapters on Writing Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children experiment with beginning writing, e.g. Making marks, scribble writing, writing letters, numerals and words.

Introduce the children to letters of the alphabet using the letter names P338 Connect particular letters to their lives

(names, names of family,

environment print) F+P 68

Recognise the letters of the alphabet and know there are lower and upper case letters (ACLEA1440) LC-S

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


















substrand


SUB STRAND – TEXT STRUCTURE AND ORGANISATION

Punctuation How punctuation works to perform different functions in a text Refer to WMR text: Language Conventions P-10 planning and teaching Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010)

The teaching of punctuation should occur in reading and writing demonstrations. It should occur at the point of need, and consider the child’s readiness and learning needs. F & O, p. 378 Understand that punctuation marks: are found in print, are different than letters, are related to the way the text is read, can sometimes be used in approximated writing. F & P

Children should be introduced gradually to different punctuation marks and should be given the opportunity to notice and identify them P375 F and O The teaching of punctuation should occur at the point of need and is based on the children’s developmental readiness and learning needs P378 F and O

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) LC-P

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 (ACELA 1465) LC-P

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 Refer to WMR text: Language Conventions P-10 planning and teaching (2010) Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Children engage with written and oral constructed text. Children understand that what you think you can say, and what you say you can write. F & P.

Educators use simple but conventional sentence structures when demonstrating ideas during shared or interactive writing. F & P p62

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

Understand patterns of repetition and contrast in simple texts (ACELA 1448) LC-G

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA 1464) LC-G






























substrand


SUB STRAND – CREATING LITERATURE

Responding to and creating literary texts Creating their own literary texts based on the ideas, features and structures of texts experienced Refer to WMR document Teaching Writing Prep-Year 9 Ch8, Gordon, Dale (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 4: Children are Confident and Involved Learners Retell familiar literary texts through various mediums such as drama, puppets, construction, talk, illustrations, etc.

Reading and writing are reciprocal processes. Encourage children to respond to and create texts by providing them with a range of materials such as crayons, paints, clay, digital cameras, factual books, posters and computers BBB p6

Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) RC MT

Respond to texts imaginatively using

drawing, writing, performance and digital forms of communication (ACELT 1586) RC MT

Recompose and develop a text by taking key events and characters using different media (ACELT 1593) RC MT

Experimentation and adaptation Creating a variety of texts, including

multimodal texts, adapting ideas and devices from literary texts

This sequence starts at LEVEL 3

SUB STRAND – CREATING TEXTS




















Creating texts-Genre Creating different types of spoken, written and multimodal texts using knowledge of text structures and language features Refer to WMR document Teaching Writing Prep-Year 9 Ch7, Gordon, Dale (2010) Persuasive Writing Package, WMR 2010 Seven Steps to Writing, Jen McVeity (Narrative, persuasive, recount) Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years

2009

Educators expose students through modelled and shared writing to a range of genres that include:

Recounts Transactional (lists, labels, letters) Informational (simple reports) Procedural (How to make or do things) Poetry (Shared Poems) F & P

Children should know that there are different purposes and different types of texts for writing e.g. factual, informational, procedural and that an author writes for an audience. They should now the purpose and nature of some familiar types of texts e.g. letters, lists, telephone message, stories and greeting cards (and have a go at writing such texts during various play activities) F and O p. 355

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) G LC MT

Create short fictional and factual texts that show emerging use of appropriate text structure, sentence-LEVEL grammar, word choice, spelling, punctuation and appropriate text features, for example, illustrations and diagrams Suggested genre types; Recount Transactional (personal letters) Informational (expert report) Procedural (How to make or do things) Narrative (innovation on a text, personal narrative) Poetry (Free verse) Persuasive (letters) Explanation (How something works) (ACELY 1661) G LC TS MT

Create short fictional and factual texts using growing knowledge of text structures and language features for familiar and some less familiar audiences Suggested genre types; Recount (autobiography) Transactional (brochures) Informational (expert report) Procedural (How to make or do e.g. games, instructions or recipes Narrative (personal) Poetry (Free verse) Persuasive (advertisements, slogans, headlines and simple essay) (ACELY 1671) G LC TS MT






substrand


THE WRITING PROCESS



















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. Writers Notebook Refer to WMR document Teaching Writing Prep-Year 9 Ch1 and 2, Gordon, Dale (2010) Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to: Katie Wood Ray with Lisa B. Cleaveland, About the Authors (2004)

It is critical that students at this stage see themselves as writers and develop stamina for staying with a task in writing They begin to use images, symbols and approximations of letters and words to convey meaning They label drawings, paintings, constructions etc. They understand that they can Talk, Draw and approximate writing about personal experiences KWR & LBC

Children need to have made lots of books before they are introduced to a tool like writer’s notebook. Developmentally, children at this level “live in the moment” so most of the time, they go from having an idea for writing to actual writing. We encourage them to talk a lot about the idea before they write. We encourage them to think about ideas for their books at home or at school and to collect things to write about. We focus on the use of talking and thinking to grow their ideas. KWR LBC p64

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 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 Students develop a clear sense of the notebook entries as a resource for published writing WP WC MT

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) Teachers can use a Whole Class Writer’s Notebook or can introduce Individual Writer’s Notebooks as a resource for gathering ideas for future published writing Students need many opportunities to collect ideas and to reread their entries WP WC MT

Writers Notebook Teachers have a Personal Writer’s Notebook (larger than usual for students to see, A3) and regularly model how to add 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) By the end of LEVEL 2 students should have an Individual Writer’s Notebook to collect ideas and to experiment with writer’s craft. WP WC MT

The Writing Process Pre-writing, Rehearsing and Planning Refer to Wright, Alan J (2011) Igniting Writing p70-74 Refer to: Katie Wood Ray with Lisa B. Cleaveland, About the Authors (2004) Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010)

The educator models drawing and writing/labelling about a shared experience They demonstrate that drawing and/or writing can convey a consistent message. KWR & LBC

As most children go straight from having an idea to writing it, pre-writing at this stage is to give children visions of what’s possible in text. Most of this is done through talk and this talk will be the mainstay of pre-writing. F & P p66 Children use drawing and other art media as a way to plan for writing and as a way to represent ideas and information. F & P p65

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 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 Teacher talk can include reference to mentor texts and the purpose and audience for the writing WP MT

Use a Draft Folder or Writing Book for planning. Set up cross ability writing partners Teachers model how to select a writing task from the Notebook using Think Aloud to consider purpose and audience. They model Think Talk Plan as a prewriting strategy Students select and develop a central idea from their notebooks. They use talk to plan, rehearse and expand ideas. They plan in their draft folders/writing books WP MT





Focus of thread within the substrand VEYLDF Outcomes Pre-Foundation Year Level description Foundation Year Level description Level 1 Year Level description Level 2 Year Level description

THE WRITING PROCESS cont..














The Writing Process Drafting (Independent Writing) Writing involves the 5 Key Writing Instructional Practices and The Language Experience Approach Refer to WMR document Teaching Writing Prep-Year 9 Ch1 and 2, Gordon, Dale (2010) Refer to Katie Wood Ray and Matt Glover, Already Ready (2008) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators The educator is intentional in setting up purposeful activity options for students Educators add writing materials to children’s play areas such as dramatic play and construction, and create texts with children such as signs or captions. They provide resources that enable children to create their own paper or digital books using drawings, photographs, writing, claymation, and /or music created by children.

At this level, independent writing is about awareness and exploration and teacher’s need to set up conditions where writing is supported. Children are encouraged to use writing

as part of their play and exploration.

Writing at his stage is child initiated and

teacher supported. KWR & MG p109

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

Teachers model how to 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 WC 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) 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) WP WC MT

The Writing Process Revising, Revisioning and Rethinking writing Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Wright, Alan J (2011) Igniting Writing p70-74 Online Resource: Reading: Teaching, Conferring and Planning For Years P-9 (2012) Unit 5: Classroom Libraries Refer to: Katie Wood Ray with Lisa B. Cleaveland, About the Authors (2004)

Interactions with adults is crucial at this stage Educators can add to pictures or delete parts of a drawing as they talk about their writing to the teacher. They need to have markers in their hand as they tell about their work Children reread to see if everything is as it needs to be on the page/book e.g. Are my pages in the right order? Do I have a date stamp and my name on the page/book? Do I need anything else in my drawings? Do I need to add to my drawings? Do I need to make a title page for my book? Some children will scrap their work

and begin to start a new piece. KWR

& LBC

The focus of revision at this stage is to support children to develop a strong vision for writing. Introduce them to the idea of adding words above or below (labelling), reorganizing drawings so they are in a different order or using sticky notes to add information to drawings or writing. F & P

Teachers model through Shared or Interactive Writing aspects of Writers Craft e.g. matching words with the picture They consider the flow of ideas and conventions of writing They use mentor texts to connect students with writers craft Students reread their writing for make sure the meaning is clear They add detail or labels to their sketches and add or delete words in their writing They use sticky notes or add extra pieces of paper to the piece WP WC MT

Teacher 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, the sentence structure and fluency, word

choice and the organization of the writing Students reread drafts to make meaning They use the ARMS strategy (Add, Remove, Move, Change) Refer to Igniting Writing. p73

WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft They consider clear ideas, sequencing of information, word

choice. Students reread drafts to make meaning They change their writing in response to feedback from partner or teacher They use the ARMS strategy (Add, Remove, Move, Change)

WP WC MT





Focus of thread within the substrand VEYLDF Outcomes Pre-Foundation Year Level description Foundation Year Level description Level 1 Year Level description Level 2 Year Level description

THE WRITING PROCESS cont..

The Writing Process Editing and Proof Reading Editing texts to improve structure, grammar, punctuation and spelling Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to: Gordon, Dale (2010) Teaching Writing Prep-Year 9 Ch 1 Refer to WMR text: Language Conventions P-10 planning and teaching p 94 Refer to: Katie Wood Ray with Lisa B. Cleaveland, About the Authors (2004)

The educator, during modelled and shared writing, points out the need to: -leave spaces between words -left to right directionality -correctly formed letters F & P

As children consistently manifest a few key understandings in writing, the focus on editing includes leave spaces between words, left to right directionality, correctly formed letters. KWR & LBC p76

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) WP

Teachers use modelling to demonstrate how to edit 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. They experiment with the use of question

marks and exclamation marks They use capitals at the beginning of the

sentence (ACELY 1662) WP

Teachers use modelling to demonstrate how to edit writing Students reread own texts and discuss possible changes to improve structure, grammar, punctuation and spelling They experiment with the use of full stops, exclamation marks, capital letters for people, places and proper nouns

(ACELY 1672) WP

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: Fountas and Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010)

Refer to: Katie Wood Ray with Lisa B. Cleaveland, About the Authors (2004)

Children can create illustrations for a

piece of shared writing Children talk about their writing/drawing to the class F+P

Many writing pieces are simply finished and shared. We encourage children to “fancy” publish only if the piece is an important book for the child to come back to again and again for some reason or if the book is going to an outside audience who would not understand approximations in the original writing. KWR & LBC p 81

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 RC

Teachers model options and provide resources and advice for publishing A focus may include: attention to layout, illustrations and other graphics, dedications, table of contents and/or About the Author piece RC
























substrand VEYLDF Outcomes Pre-Foundation Year Level description Foundation Year Level description Level 1 Year Level description Level 2 Year Level description

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 Refer to J. Fellowes and G. Oakley (2010) Language, Literacy and Early Childhood Education Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010)

Children are encouraged to hold the pencil or marker with a satisfactory grip Write with a preferred hand Begin to understand that writers make decisions about where to start as well as the placement of pictures and print. F & P

Educators provide experiences that support children’s physical and motor development. Children are given opportunities to experiment with letter formation. Educators model handwriting and note a developing preference for left or right handedness. F & O p405

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 (ACELY1653)

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 (ACELY 1663)

Students write legibly and with growing fluency using unjoined upper case and lower case letters They reduce the size of their writing,

increase speed and fluency and begin to develop a personal writing style They understand the purposes of legible handwriting (ACELY 1673)

Use of software Using a range of software applications

to construct and edit print and multimodal (non- print) texts Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 4: Children are Confident and Involved Learners Children understand that information and communication technologies enable them to access information and to communicate globally as well as locally.

Children learn to search for information and use simple web sites with adult help. F & P

Construct texts using software including word processing programs Knows some favourite websites and uses them to get information (ACELY1654) RC

Construct texts that incorporate supporting images using software including word processing programs Use for general communication, gathering information/ research and publishing (ACELY 1664) RC

Construct texts featuring print, visual and audio elements using software, including word processing programs Use for general communication, gathering information/ research and publishing (ACELY 1674) RC




























WRITING PRE-FOUNDATION FOUNDATION -LEVEL 2

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.

Gordon, Dale Teaching Writing

PrepYear 9 Ch6. P. 106-119 Ch3. P. 37-52. Ch1. P. 19-20 VEYLDF Document 7:Assessment for Learning and Development VEYLDF For all Children Birth to Eight Years 2009

Refer to Effective Assessment in Document 7 VEYLDF p11 Observations and anecdotal records Conversations Checklists Samples of work Rating scales Video or audio recordings of children’s conversations around writing Photographs Webs of children’s ideas about a topic from initial discussion and throughout a project Conversations with families, colleagues and other professionals

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 to set individual goals which are linked to class writing goals Self–assessment using I can cards e.g. I can use spaces between words (optional) Group conferencing with a Guided writing group Roving conferences 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 (optional LEVELs 1-2) EAL Writing Continuum

WRITING CURRICULUM CODES/KEY


LC-G-Grammar WC- Writer’s Craft

LC-S- Spelling G – Genre study

LC-P- Punctuation RC- Respond Create

WP – Writing Process (Planning, Drafting, Revising, Editing, Proofreading and MT - Mentor Texts

Publishing) TS – Text structures and features



PRE FOUNDATION LEVEL FOUNDATION LEVEL LEVEL 1 LEVEL 2


BY THE END OF FOUNDATION:

Children 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. They correctly form known upper and lowercase letters. Foundation Work Samples: English Portfolio

BY THE END OF GRADE 1: Students when writing will provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper and lowercase letters.

LEVEL 1 Work samples: English Portfolio

BY THE END OF GRADE 2: 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 will legibly write unjoined upper and lowercase letters.

LEVEL 2 Work samples: English Portfolio

http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English_F.pdf

http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English_F.pdf

http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English_1.pdf









ENGLISH CURRICULUM SCOPE AND SEQUENCE SPEAKING AND LISTENING PRE F - 2


SPEAKING & LISTENING Correlating VEYLDF Outcomes PRE FOUNDATION LEVEL FOUNDATION LEVEL LEVEL 1 LEVEL 2



SUB STRAND – LANGUAGE VARIATION AND CHANGE

Language variation and change How English varies according to context and purpose including cultural and historical contexts Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Share stories and symbols of their own culture Recognise and engage with written and culturally constructed texts Outcome 1: Children have a strong sense of identity Develop strong foundations in both the

culture and language of their family and the

broader community

Value children’s linguistic heritage and with family and community members encourage the use of and acquisition of home languages and Standard Australian English BBB p40

Build upon culturally valued child rearing practices and approaches to learning BBB p21

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

(ACELA 1426)

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA 1443)

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA 1460)

SUB STRAND – LANGUAGE FOR INTERACTION

Language for social interactions How language used for different formal and informal social interactions is influenced by the purpose and audience Refer

to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Convey and construct messages with purpose and confidence Engage and

enjoy in reciprocal Outcome 1: Children have a strong sense of identity Openly expresses feelings and ideas in their

interactions with others p19

Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes p40 Acknowledge and respond sensitively to

children’s cues and signals BBB p21

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

1428)

Understand that language 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)

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Evaluative language How language is used to express opinions, and make evaluative judgments about people, places, things and texts Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010)

Outcome 5: Children are effective communicators Begin to make connections between, and patterns in, their feelings ideas words and

actions and those of others Outcome 1: Children have a strong sense of identity Express a range of emotions, thoughts and views constructively Demonstrates increasing awareness of the

needs and rights of others Outcome 2: Children are connected with and contribute to their world Express an opinion in matters that affect them Listen to others ideas and respect different ways of being and doing

Children begin to express ideas and feelings and understand and respect the perspective of others BBB p40 Provide children with strategies to make informed choices about their behaviours Talk with children in respectful ways about similarities and differences in people BBB p21 -24 Notice and listen carefully to children’s concerns and discuss diverse perspectives on issues of inclusion and exclusion and fair and unfair behaviour p28 Express opinions and explain reasoning (because…) Begin to verbalise reasons for problems

events, actions - F & P p192

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA 1429)

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA 1787)

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)










































SPEAKING & LISTENING Correlating VEYLDF




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 Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Interact with others to explore ideas Listen and respond to sounds and patterns in speech, stories and rhymes in context Outcome 1: Children have a strong sense of identity Explore different identities and points of view in dramatic play Outcome 2: Children are connected with and contribute to their world Begin to understand and evaluate ways in which text construct identities and stereo types

Engage children in discussions about books and other texts that promote consideration of diverse perspectives

Compare personal knowledge and experiences with what is heard Act out sentences in rhymes and stories F & P p66

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 students’ own experiences 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’ Use Think Aloud to clarify thought (ACELT 1582)

Compare opinions about characters, events and settings in and between texts e.g. text to text connections…’This reminds me of…..’ Use Think Aloud to clarify thought (ACELT 1589)



























SUB STRAND – INTERACTING WITH OTHERS Classroom contexts that involve listening and speaking interactions: 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 students) Listening and speaking interactions The purposes and contexts through which students engage in listening and speaking interactions Refer to Fountas & Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Years Prek-8 Oral communication Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators View and listen to printed, visual and multi- media texts and respond with relevant gestures actions, comments and/or questions Outcome 1: Children have a strong sense of identity Responds to ideas and suggestions of others

Value children’s linguistic heritage and with family and community members encourage the use of and acquisition of home languages and Standard Australian English p40

Build upon culturally valued child rearing practices and approaches to learning p21

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY 1646)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY 1656)

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… (ACELY 1666)





















Listening and speaking interactions The skills students use when engaging in listening and speaking interactions Refer to WMR online resource - Reading: Teaching, conferring and planning for Years P-9, Unit 14 Reciprocal Teaching, Refer to AUSSIE Interactive Teaching Comprehension CDROM - See Reciprocal Teaching, Literature Circles and Book Clubs Refer to: Fountas & Pinnell The Continuum of Literacy Learning Grades Pre K-8 (2010) Refer to VEYLDF For all Children Birth to Eight Years 2009 Refer to EYLFA Belonging, Being & Becoming 2009

Outcome 5: Children are effective communicators Express ideas and feelings and

understand and respect the perspective of others Outcome 2: Children are connected with and contribute to their world Gradually learn to read the behaviours of others and respond appropriately

Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes p40 Acknowledge and respond sensitively to children’s cues and signals p21 Engage in turn taking of conversation Use polite terms such as please and thank you Speak in an audible voice at an appropriate volume Enter a conversation appropriately p66 F &P

Use interaction skills including listening while others speak, using appropriate voice LEVELs, articulation and body language, gestures and eye contact (ACELY 1784)

Use interaction skills including turntaking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY 1788)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789)















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 & Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Years Prek-8 Oral communication Refer to VEYLDF For all Children Birth to Eight Years 2009

Outcome 5: Children are effective communicators Contribute their ideas and experiences in play and in small and large group discussion Outcome 4 Children are confident and Involved learners Tell personal experiences in a logical sequence Present ideas or information in an understandable way

Listen to children’s attempts to hypothesise and expand on their thinking through conversation and questioning

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 Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1657)

Rehearse and deliver short presentations on familiar and new topics

Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1667)






















RUBRICS & CHECKLISTS PRE-FOUNDATION FOUNDATION -LEVEL 2

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. VEYLDF Document 7:Assessment for Learning and Development VEYLDF For all Children Birth to Eight Years

Refer to Effective Assessment in Document 7 VEYLDF p11 Observations Conversations Checklists Rating scales Video or audio recordings of children’s conversations or play Photographs Webs of children’s ideas about a topic from initial discussion and throughout a project Tests Conversations with families, colleagues and other professionals

Individual student assessment through authentic oral language experiences e.g. Oral interactions during the Language Experience Approach, Show and Tell, Imaginative play etc. Anecdotal notes from individual and small group observation Checklists from the Fountas and Pinnell 2010 The Continuum of Literacy Learning Grades K-8 Years Prek-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. Checklist Assessing Student’s Language - Alan Wright EAL Continuum Speaking and Listening

Other

English Online Assessment (Optional For LEVEL 1 and 2) Record of Oral Language (optional)



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.

BY THE END OF LEVEL 1: 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. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences

on familiar and learned topics.

BY THE END OF LEVEL 2: 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. They use a variety of strategies to engage in group and class discussions and make presentations.

Documents

ENGLISH CURRICULUM SCOPE AND SEQUENCE Pre Foundation …balmoralcommunitycollege.vic.edu.au/.../9249/English_Scope_and_Se… · ENGLISH CURRICULUM SCOPE AND SEQUENCE Pre Foundation