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Walking Talking Texts and the Australian English Curriculum
The PETAL Planner in FOUNDATION YEAR LEVEL (for ALL schools: English-Medium-of-instruction and Bilingual schools)
WTT Activity Language Literature LiteracyA. Discovering the Text(And subsequent re-readings of the text)
Text Structure and OrganisationUnderstand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
ooooo
Literature and Context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
oooooo
Responding to Literature Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
oooo
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
oooooo
Interpreting, analysing, evaluating Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
o
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
Examining literatureIdentify some features of texts including events and characters and retell events from a text (ACELT1578)
oooooo
B. Teacher and students talk about ideas, opinions and feelings about the text.
Expressing and Developing Ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Literature and Context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Responding to Literature Share feelings and thoughts about the events and characters in texts (ACELT1783)
ooo
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
© Fran Murray August 17, 2012 2
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
oooo
Examining Literature 1 Identify some features of texts including events and characters and retell events from a text (ACELT1578)
oooooo
C. Explore the text. Plan together, then role play the text or parts of it.
Language for interaction 2
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
o
Responding to Literature Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
o
© Fran Murray August 17, 2012 3
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
ooooo
ooo
Creating literature 1Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
ooooooo
D. Talk about the text. (True/False; word meanings....)
Text Structure and Organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Examining Literature 1 Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
© Fran Murray August 17, 2012 4
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
ooooo
Expressing and Developing Ideas Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
ooooo
Expressing and Developing Ideas Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Expressing and Developing Ideas Understand the use of vocabulary in
Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
ooooo
o
Interpreting, analysing, evaluating 1 Identify some differences between imaginative and informative texts (ACELY1648)
ooo
Interpreting, analysing, evaluating 3
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
oooooo
© Fran Murray August 17, 2012 5
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
oooooo
E. Students retell the text: the story line, the sequence of events etc
Examining Literature 1 Identify some features of texts including events and characters and retell events from a text (ACELT1578)
F. Listening ExercisesOral Cloze ExercisesIntonation, Stress and Rhythm Exercises
Sound and letter knowledge 1 Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
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Examining literature 3 Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
oooo
© Fran Murray August 17, 2012 6
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
o
Sound and letter knowledge 2 Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
ooo
o
G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc
Creating literature 1 Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
ooooooo
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Interpreting, analysing, evaluating 3Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
© Fran Murray August 17, 2012 7
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
H. Pronunciation Exercises Sound and letter knowledge 1Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
I. Teacher and students write a group negotiated text of the original, from memory. Students illustrate, sequence the pages and display for reference.
Text Structure and Organisation Understand that some language in written texts is unlike everyday spoken language (ACELA1431)
oooo
Text Structure and OrganisationUnderstand 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)
Text Structure and Organisation
Creating literature 1 Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
ooooo
Creating Texts 1
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Creating Texts 2
oooooo
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
o
© Fran Murray August 17, 2012 8
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
ooooo
o
o
J. Explore the text through poetry and or music (rhymes and songs)
Text Structure and Organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Responding to Literature Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Interpreting, analysing, evaluating 3
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
© Fran Murray August 17, 2012 9
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
Examining literature 3 Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
ooooo
K. Teacher writes the words on charts.
Text Structure and Organisation Understand that some language in written texts is unlike everyday spoken language (ACELA1431)Text Structure and Organisation Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
L. Explore the text through art and craft.
Expressing and Developing Ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and
Creating literature 1 Retell familiar literary texts through performance, use of illustrations and
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
© Fran Murray August 17, 2012 10
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
topics taught at school (ACELA1437)
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images (ACELT1580)
ooooooo
(ACELY1646)
M. Teacher and students write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive texts.
Text Structure and OrganisationUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Text Structure and OrganisationUnderstand that some language in written texts is unlike everyday spoken language (ACELA1431)
Text Structure and OrganisationUnderstand that punctuation is a feature of written text different from
Examining Literature 1 Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Creating Texts 1 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Creating Texts 2
oooooo
© Fran Murray August 17, 2012 11
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
Text Structure and OrganisationUnderstand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
N. Explore other curriculum areas suggested by the text.
Expressing and Developing Ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
O. Teacher and students write a group-negotiated text which reflects one of these learning areas.
Text Structure and OrganisationUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Text Structure and OrganisationUnderstand that some language in written texts is unlike everyday spoken
Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Creating Texts 1
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Creating Texts 2
o
© Fran Murray August 17, 2012 12
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
language (ACELA1431)
Text Structure and OrganisationUnderstand 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)
Text Structure and Organisation Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
ooooo
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
P. Using the original text as a model, teacher and students write a group-negotiated text in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.
Text Structure and OrganisationUnderstand that some language in written texts is unlike everyday spoken language (ACELA1431)
Text Structure and OrganisationUnderstand 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
Examining Literature 1 Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of
Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Creating Texts 1
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
© Fran Murray August 17, 2012 13
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
beginning and end of sentences (ACELA1432)
Text Structure and OrganisationUnderstand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
traditional texts and rhyme in poetry (ACELT1785)
(ACELY1651)
Creating Texts 2
oooooo
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Q. Group Oral Presentation Creating literature 1 Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
oooo
Interacting with others 3
Deliver short oral presentations to peers (ACELY1647)
ooo
© Fran Murray August 17, 2012 14
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
ooo
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Elements of Foundation Year Content to plan for in each activity as the context arises…..
Language Variation and ChangeUnderstand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Texts in Context 1Covered in general
Text Structure and OrganisationUnderstand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Interacting with others 2Included in all activities
The following Expressing and developing ideas covered when the ‘scaffolding writing’ strategy is used….Know that spoken sounds and words can
Creating Texts 3 and 44 is a logical extension of group writing activities
© Fran Murray August 17, 2012 15
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
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)
© Fran Murray August 17, 2012 16
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
Walking Talking Texts and the Australian English Curriculum
The PETAL Planner in YEAR ONE (for ALL schools: English-Medium-of-instruction and Bilingual schools)
WTT Activity Language Literature LiteracyA. Discovering the Text(And subsequent re-readings of the text)
Text Structure and organisation 4Understand concepts about print and screen, including how different types of texts are organised using page numbering ,tables of content, headings and titles, navigation buttons, bars and links
Literature and context 1:Discuss how authors create characters using language and images
Responding to Literature Discuss characters and events in a rangeof literary texts and share personalresponses to these texts, makingconnections with students' ownexperiences
Examining literature 1Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
Texts in Context 1Respond to texts drawn from a range of cultures and experiences
Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showing interest, and contributing ideas, information and questions
Interacting with others 2 Use interaction skills including turn-taking, Recognising the contributions of others,speaking clearly and using appropriatevolume and space.
B. Teacher and students talk about ideas, opinions and feelings about the text.
Expressing and Developing Ideas Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs)
Compare different kinds of images innarrative and informative texts and discuss how they contribute to meaning
Literature and context 1Discuss how authors create charactersusing language and images
Responding to Literature Discuss characters and events in a rangeof literary texts and share personalresponses to these texts, makingconnections with students' ownexperiences
Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showinginterest, and contributing ideas, informationand questions
Interacting with others 2Use interaction skills including turn-taking,recognising the contributions of others,
© Fran Murray August 17, 2012 17
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
Examining literature 1Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
speaking clearly and using appropriatevolume and space
Interpreting, analysing, evaluating 2Use comprehension strategies to buildliteral and inferred meaning about keyevents, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
C. Explore the text. Plan together, then role play the text or parts of it.
Language for Interaction 1Understand that language is used incombination with other means ofcommunication, for example facialexpressions and gestures to interact withothers.
Language for Interaction 3Explore different ways of expressingemotions, including verbal, visual, bodylanguage and facial expressions
Expressing and Developing Ideas Understand the use of vocabulary ineveryday contexts as well as a growingnumber of school contexts, includingappropriate use of formal and informalterms of address in different contexts
Literature and Context 1Discuss how authors create charactersusing language and images
Responding to Literature Discuss characters and events in a rangeof literary texts and share personalresponses to these texts, makingconnections with students' ownexperiences
Examining Literature 1 and 2Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showing interest, and contributing ideas, information and questions
Interacting with others 2Use interaction skills including turn-taking, recognising the contributions of others,speaking clearly and using appropriatevolume and pace
Interpreting, analysing, evaluating 2Use comprehension strategies to buildliteral and inferred meaning about keyevents, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
© Fran Murray August 17, 2012 18
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
D. Talk about the text. (True/False; word meanings....)
Text Structure and organisation 1
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
ooooooo
Expressing and Developing Ideas Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452)
ooo
Examining literature 1Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showing interest, and contributing ideas, information and questions
Interpreting, analysing, evaluating 1Describe some differences between imaginative informative and persuasive texts (ACELY1658)
Interpreting, analysing, evaluating 3Use 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)
oooooo
© Fran Murray August 17, 2012 19
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
oo
Expressing and Developing Ideas Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
oooo
Expressing and Developing Ideas 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 (ACELA1454)
oo
o
© Fran Murray August 17, 2012 20
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
oooo
E. Students retell the text: the story line, the sequence of events etc
Examining literature 1Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
F. Listening ExercisesOral Cloze ExercisesIntonation, Stress and Rhythm Exercises
Sound and letter knowledge 1Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
ooo
Sound and letter knowledge 2Recognise sound --- letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)
Examining literature 2Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
o
o
o
o
o
© Fran Murray August 17, 2012 21
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
ooo
G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc
Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
oooooooo
Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showinginterest, and contributing ideas, information and questions
Interpreting, analysing, evaluating 3Use 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)
H. Pronunciation Exercises Sound and letter knowledge 1Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
© Fran Murray August 17, 2012 22
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
I. Teacher and students write a group negotiated text of the original, from memory. Students illustrate, sequence the pages and display for reference.
Text Structure and organisation 3Recognise 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 (ACELA1449)
ooooo
Text Structure and organisation 4
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links
Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
Creating Texts 1Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
ooo
Creating Texts 2Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662
© Fran Murray August 17, 2012 23
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
(ACELA1450)
ooooo
Text Structure and Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)
ooooo
J. Explore the text through poetry and or music (rhymes
Text Structure and Organisation 1
Responding to Literature Discuss characters and events in a rangeof literary texts and share personalresponses to these texts, making
Interpreting, analysing, evaluating 3Use comprehension strategies to build literal
© Fran Murray August 17, 2012 24
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
and songs)Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
connections with students' ownexperiences
Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
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)
K. Teacher writes the words on charts.
Text Structure and Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)
Text Structure and organisation 4Understand 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 (ACELA1454
L. Explore the text through art and craft.
Expressing and Developing Ideas Understand the use of vocabulary ineveryday contexts as well as a growingnumber of school contexts, includingappropriate use of formal and informalterms of address in different contexts
Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showing interest, and contributing ideas, information and questions
M. Teacher and students Text Structure and Examining literature 1 Creating Texts 1
© Fran Murray August 17, 2012 25
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive texts.
Organisation 1
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Text Structure and organisation 3Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453
Text Structure and organisation 4Understand 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 (ACELA1454
Text Structure and Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)
Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
ooo
Creating Texts 2Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
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N. Explore other curriculum Expressing and Developing Ideas Understand the use of vocabulary in
Interacting with othersEngage in conversations and discussions, using
© Fran Murray August 17, 2012 26
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
areas suggested by the text. everyday contexts as well as a growingnumber of school contexts, includingappropriate use of formal and informalterms of address in different contexts
active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
ooooo
O. Teacher and students write a group-negotiated text which reflects one of these learning areas.
Text Structure and Organisation 1
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Text Structure and organisation 4Understand 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 (ACELA1454
Text Structure and
Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
Creating Texts 1Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Creating Texts 2Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
© Fran Murray August 17, 2012 27
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)
P. Using the original text as a model, teacher and students write a group-negotiated text in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.
Text Structure and organisation 2Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452)
ooooo
Text Structure and Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)
Examining literature 1Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts
Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme
Interacting with others 1Creating Texts 1Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Creating Texts 2Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
Q. Group Oral Presentation Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital
Interacting with others 3Make short presentations using some introduced text structures and language, for example
© Fran Murray August 17, 2012 28
WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH
forms of communication (ACELT1586) opening statements (ACELY1657)
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Areas of Foundation Year Content Descriptions not explicitly linked to specific WTT activitiesLanguage Variation and Change 1-3These are covered by the ESL and ILC programs as a whole
Texts in Context 1Covered in general
Text structure and organisation 4Doesn’t directly address film and digital texts
Interacting with others 2Included in all activities
Expressing and Developing Ideas covered when ‘Scaffolding Writing’ is used.
Creating Texts 3 and 44 is a logical extension of group writing activities
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Walking Talking Texts and the Australian English Curriculum
The PETAL Planner in Year Two WTT Activity Language Literature Literacy
A. Discovering the Text(And subsequent re-readings of the text)
Text Structure and organisation 1: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
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Text Structure and organisation 4:
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Literature and context 1:Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
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Responding to literature 1: Compare opinions about characters, events and settings in and between texts (ACELT1589)
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Interacting with others 1: Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
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Interacting with others 2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
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Examining literature 1:
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
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B. Teacher and students talk about ideas, opinions and feelings about the text.
Expressing and Developing Ideas Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)
Literature and context 1Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
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Interacting with others 11: Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interacting with others 2
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Expressing and Developing Ideas Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
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Responding to literature 2Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
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2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
Interpreting, analysing, evaluating 2
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)
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Examining literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
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C. Explore the text. Plan together, then role play the text or parts of it.
Language for Interaction 1Understand 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)
Literature and Context 1Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
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Interacting with others 1 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interacting with others 2Use interaction skills including initiating topics,
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ooooo
Expressing and Developing Ideas Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
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Responding to literature 1Compare opinions about characters, events and settings in and between texts (ACELT1589)
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Examining Literature 2
making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
Interpreting, analysing, evaluating 2Read 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)
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Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Creating literature 1Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
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Examining Literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
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D. Talk about the text. (True/False; word meanings....)
Text Structure and organisation 1Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
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Examining literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
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Interacting with others 1 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interpreting, analysing, evaluating 1Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
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o
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Expressing and developing ideas 2Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)
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Expressing and Developing Ideas Understand the use of vocabulary about familiar and new topics and experiment with
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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
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Interpreting, analysing, evaluating 3Use 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)
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and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
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E. Students retell the text: the story line, the sequence of events etc
Examining literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
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F. Listening ExercisesOral Cloze ExercisesIntonation, Stress and Rhythm Exercises
Sound and letter knowledge 1Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
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o
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G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc
Creating literature 1Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
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Interacting with others 1Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interpreting, analysing, evaluating 3Use 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)
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H. Pronunciation Exercises Sound and letter knowledge 1Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACEA1474)
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I. Teacher and students write a group negotiated text of the original, from memory. Students illustrate, sequence the pages and display for reference.
Text Structure and organisation 3Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
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Creating literature 1Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
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Creating Texts 1
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Create short imaginative, informative and persuasive texts using growing knowledge of text
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Text Structure and organisation 4
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines
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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
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Creating Texts 2Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
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Text Structure and Organisation 2Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
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J. Explore the text through poetry and or music (rhymes and songs)
Text Structure and Organisation 1
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Interpreting, analysing, evaluating 3Use 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)
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K. Teacher writes the words on charts.
Text Structure and Organisation 2Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
Text Structure and organisation 4Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
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L. Explore the text through art and craft.
Expressing and Developing Ideas Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
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Creating literature 1 Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
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Interacting with others 1 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
M. Teacher and students write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive
Text Structure and Organisation 1Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Examining literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
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Creating Texts 1
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience
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texts. Text Structure and organisation 3Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
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Text Structure and organisation 4Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
and purpose (ACELY1671)
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Creating Texts 2Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
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Text Structure and Organisation 2Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
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N. Explore other curriculum areas suggested by the text.
Expressing and Developing Ideas Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
Interacting with others 2Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
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O. Teacher and students write a group-negotiated text which reflects one of these
Text Structure and Organisation 1Understand that different types of texts have identifiable text structures and language
Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Creating Texts 1Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and
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learning areas. features that help the text serve its purpose (ACELA1463)
Text Structure and organisation 4Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
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Text Structure and Organisation 2Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
multimodal elements appropriate to the audience and purpose (ACELY1671)
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Creating Texts 2Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
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P. Using the original text as a model, teacher and students write a group-negotiated text
Text Structure and organisation 2
Examining literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
Interacting with others 1 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
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in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.
Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
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Creating Texts 1Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
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Creating Texts 2Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
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Q. Group Oral Presentation Creating literature 1Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
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Interacting with others 3
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Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
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Areas of Foundation Year Content Descriptions not explicitly linked to specific WTT activities
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Language Variation and Change 1-3These are covered by the ESL and ILC programs as a whole
Texts in Context 1Covered in general
Text structure and organisation 4Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
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Doesn’t directly address film and digital texts
Interacting with others 2Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
Included in all activities
Expressing and Developing Ideas covered when ‘Scaffolding Writing’ is used.
Creating Texts 3 and 44 is a logical extension of group writing activities
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Walking Talking Texts and the Australian English CurriculumThe PETAL Planner and Year Three
WTT Activity Language Literature LiteracyA. Discovering the Text(And subsequent re-readings of the text)
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Text Structure and organisation 1:
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Expressing and Developing Ideas Recognise high frequency sight words (ACELA1486)
Literature and context 1
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
Responding to literature 1:Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Examining literature 1:
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Interacting with others 1:
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Interacting with others 2:
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Interpreting and Evaluating 2
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming,
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rereading, reading on and self-correcting
B. Teacher and students talk about ideas, opinions and feelings about the text.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Expressing and Developing Ideas Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Expressing and Developing IdeasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Literature and context 1
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
Responding to literature 1:Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Responding to literature 2Develop criteria for establishing personal preferences for literature (ACELT1598)
Examining literature 1Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Interacting with others 1Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Interacting with others 2Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Interpreting, analysing, evaluating 1Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Interpreting, analysing, evaluating 2Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example
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monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
C. Explore the text. Plan together, then role play the text or parts of it.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Language for Interaction 3
Expressing and Developing IdeasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Literature and context 1
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
Responding to literature 1: Draw connections between personalexperiences and the worlds of texts, and share responses with others (ACELT1596)
Examining Literature 1 and 2 Discuss how language is used t0 describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Creating literature 1Create imaginative texts based on
Interacting with others 1Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Interacting with others 2Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Interpreting, analysing, evaluating 2Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
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characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
D. Talk about the text. (True/False; wordmeanings....)
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Text Structure and organisation 1
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Text Structure and organisation 3
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
Examining literature 1Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Interacting with others 1
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Interpreting, analysing, evaluating 1Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
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Expressing and Developing Ideas Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Expressing and Developing Ideas Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Expressing and Developing Ideas Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Expressing and Developing Ideas Recognise high frequency sight words
(ACELA1486)
E. Students retell the text: the story line, the sequence of events etc
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations
Examining literature 1Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
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(ACELA1476)
Expressing and Developing IdeasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Responding to literature 1:
Draw connections between personalexperiences and the worlds of texts, and share responses with others (ACELT1596)
F. Listening ExercisesOral Cloze ExercisesIntonation, Stress and Rhythm Exercises
Expressing and Developing Ideas Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Expressing and Developing Ideas Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Creating literature 1Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Interacting with others 1
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and
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Expressing and Developing Ideas Recognise high frequency sight words (ACELA1486)
language features (ACELY1680)
H. Pronunciation Exercises Expressing and Developing Ideas Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
I. Teacher and students write a group negotiated text of the original, from memory. Students illustrate, sequence the pages and display for reference.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Text Structure and organisation 2Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Text Structure and
Creating literature 1Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Creating Texts 2
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
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Organisation 3
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
Expressing and Developing Ideas Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
Expressing and Developing Ideas Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Expressing and Developing Ideas Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Expressing and Developing Ideas Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Expressing and Developing Ideas Recognise high frequency sight words
Interpreting and Evaluating 2
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
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(ACELA1486)
J. Explore the text through poetry and or music (rhymes and songs)
Text Structure and Organisation 1
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Responding to Literature 1Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Interpreting and Evaluating 2
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
K. Teacher with the students, writes the words on charts.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and
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forms of address that vary according to the degree of formality in social situations (ACELA1476)
Expressing and developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Expressing and Developing Ideas Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Expressing and Developing Ideas Recognise high frequency sight words (ACELA1486)
Language for interaction 2
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
L. Explore the text through art and craft.
Language for interaction 1 Creating literature 1Create imaginative texts based on
Interacting with others 1Listen to and contribute to conversations
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Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Expressing and Developing Ideas Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Expressing and Developing Ideas Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
M. Teacher and students write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive texts.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Text Structure and Organisation 1
Examining literature 1Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in
Creating Texts 1
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
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Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Text Structure and organisation 3Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
Text Structure and Organisation 2Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Expressing and Developing Ideas Understand that a clause is a unit of grammar usually containing a subject and a verb and th
Expressing and developing ideas 2Understand that verbs represent different processes (doing, thinking, saying, and relating)
poetry and prose (ACELT1600)
Creating Texts 2
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
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and that these processes are anchored in time through tense (ACELA1482)at these need to be in agreement (ACELA1481)
Expressing and developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Expressing and developing ideas 5
Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Expressing and Developing ideas 6
Recognise high frequency sight words (ACELA1486)
Language for interaction 2
Examine how evaluative language can be varied
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to be more or less forceful (ACELA1477)
N. Explore other curriculum areas suggested by the text.
Expressing and Developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Language for interaction 2
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Interacting with others 1Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Interpreting and Evaluating 2 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
ive situations (ACELY1676)
O. Teacher and students write a group-negotiated text which reflects one of these learning areas.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Text Structure and Organisation 1
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Creating Texts 2Reread and edit texts for meaning, appropriate structure, grammatical choices
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Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Text Structure and Organisation 2Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Text Structure and Organisation 3Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
Expressing and Developing ideas 1
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
Expressing and developing ideas 2Understand that verbs represent different
and punctuation (ACELY1683)
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processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Expressing and developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Expressing and developing ideas 5
Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Expressing and Developing ideas 6
Recognise high frequency sight words (ACELA1486)
Language for interaction 2
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
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o
P. Using the original text as a model, teacher and students write a group-negotiated text in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.
Language for interaction 1
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Text Structure and Organisation 1
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Text Structure and Organisation 2Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Text Structure and Organisation 3Know that word contractions are a feature of informal language and that apostrophes of
Examining literature 1Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Interacting with others 1Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Creating Texts 2Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
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contraction are used to signal missing letters (ACELA1480)
Expressing and Developing ideas 1
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
Expressing and developing ideas 2Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Expressing and developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Expressing and developing ideas 5
Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes,
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morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Q. Group Oral Presentation Expressing and developing ideas 3Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Creating literature 1Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Texts in Context 1Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Areas of Foundation Year Content Descriptions not explicitly linked to specific WTT activitiesLanguage Variation and Change 1-3These are covered by the ESL and ILC programs as a wholeText structure and organisation 4Doesn’t directly address film and digital texts
Interacting with others 2Included in all activitiesUse interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
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(ACELY1792)
Expressing and developing ideas 5 and 6 covered when ‘Scaffolding Writing’ is used.
Creating Texts 3 and 44 is a logical extension of group writing activitiesWrite using joined letters that are clearly formed and consistent in size (ACELY1684)
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)
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Walking Talking Texts and the Australian English CurriculumThe PETAL Planner and Year Four
(for Semester One in schools implementing the staircase model of Bilingual Education)
WTT Activity Language Literature LiteracyA. Discovering the Text(and subsequent re-readings of the text)
Language Variation and ChangeUnderstand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Language for Interaction Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Text
Literature and context 1Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Examining literature 1:Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Interacting with others 1: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Interpreting, analysing, evaluating 2
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Structure and organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
B. Teacher and students talk about ideas, opinions and feelings about the text.
Language Variation and Change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Literature and context 1Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point
Interacting with others 1: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
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Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Expressing and developing ideas 1Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Expressing and developing
of view (ACELT1603)
Responding to Literature 2:Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Interacting with others 2: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
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ideas 3Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and developing ideas 5Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Interpreting, analysing, Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Texts in Context 1Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) (as relevant to this text)
C. Explore the text. Plan together, then role play the text or parts of it.
Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Expressing and developing
Literature and context 1Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Responding to Literature 2:Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interacting with others 3:Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
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ideas 1Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Expressing and developing ideas 3Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and developing ideas 5Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
D. Talk about the text. (True/False; wordmeanings....)
Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and
Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information
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reporting them to a larger group (ACELA1488)
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Expressing and developing ideas 1Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Expressing and developing ideas 3Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and developing ideas 5Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
(ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
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E. Students retell the text: the story line, the sequence of events/information etc
Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Text Structure and Organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Text Structure and organisation 2Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
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Expressing and developing ideas 1Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Expressing and developing ideas 3Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and developing ideas 5Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
F. Listening ExercisesOral Cloze ExercisesIntonation, Stress and Rhythm Exercises
Expressing and Developing ideas Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
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G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc
Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
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H. Pronunciation Exercises Expressing and Developing ideas
Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
I. Teacher and students write a group negotiated text of the original. Students illustrate, sequence the pages and display for reference.
Language Variation and Change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
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Text Structure and Organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Text Structure and organisation 2Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Text Structure and organisation 3Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Expressing and Developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)Expressing and Developing ideasInvestigate how quoted (direct) and reported (indirect) speech work in different
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Creating Texts 2Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
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types of text (ACELA1494)
Expressing and Developing ideasUnderstand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and Developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
Expressing and Developing ideasIncorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Expressing and Developing ideasUnderstand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)
Expressing and Developing ideasRecognise homophones and know how to use context to identify correct spelling
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
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(ACELA1780)
J. Explore the text through poetry and or music (rhymes and songs)
Text Structure and organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Responding to Literature 2:Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Interacting with others 3:Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 3
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
K. Teacher with the students, writes the words of the poetry/songs on charts.
Language Variation and Change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Language for Interaction
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
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Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Expressing and Developing ideasIncorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Expressing and Developing ideasUnderstand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Creating Texts 2Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
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L. Explore the text through art and craft.
Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Expressing and Developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
M. Teacher and students write a group-negotiated text that reflects the art/craft work. For
Language Variation and Change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
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example, procedural or descriptive texts. Language for Interaction
Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Text Structure and Organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Text Structure and organisation 2Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
(ACELT1605)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Creating Texts 2Reread and edit for meaning by adding,
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Text Structure and organisation 3Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Expressing and Developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Expressing and Developing ideasInvestigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Expressing and Developing ideasUnderstand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and Developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
deleting or moving words or word groups to improve content and structure (ACELY1695)
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Expressing and Developing ideasIncorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Expressing and Developing ideasUnderstand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)
Expressing and Developing ideasRecognise homophones and know how to use context to identify correct spelling (ACELA1780)
N. Explore other curriculum areas suggested by the text.
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing,
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evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
O. Teacher and students write a group-negotiated text which reflects one of these learning areas.
Language Variation and Change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Language for interactionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive
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Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Text Structure and OrganisationUnderstand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Text Structure and Organisation 2Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Text Structure and Organisation 3Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Expressing and Developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases
texts to meet the purpose of the text(ACELY1690)
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Creating Texts 2Reread and edit for meaning by adding,
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and prepositional phrases (ACELA1493)Expressing and Developing ideasInvestigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Expressing and Developing ideasUnderstand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and Developing ideasIncorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Expressing and Developing ideasUnderstand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)
Expressing and Developing ideasRecognise homophones and know how to use context to identify correct spelling (ACELA1780)
deleting or moving words or word groups to improve content and structure (ACELY1695)
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P. Using the original text as a model, teacher and students write a group-negotiated text in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.
Expressing and Developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
Responding to Literature 2:Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Examining literature 1Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Examining literature 2Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
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Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Creating Texts 2Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
Q. Group Oral Presentation Language Variation and ChangeUnderstand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Language for Interaction
Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Interacting with others 1:Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
Interacting with others 3:
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Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Text Structure and OrganisationUnderstand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Text Structure and organisationUnderstand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Text Structure and organisationRecognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Interpreting, analysing, Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) to build literal and inferred meaning to expand content
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Expressing and Developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Expressing and Developing ideasInvestigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Expressing and Developing ideasUnderstand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Expressing and Developing ideasIncorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Expressing and Developing ideasUnderstand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)
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Expressing and Developing ideasRecognise homophones and know how to use context to identify correct spelling (ACELA1780)
Wider reading program parallel to WTT using texts associated with the topics, plots responses, cross-curricula learning.
Interpreting, analyzing, evaluating
Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
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Parallel to the methodology in the petal planner, teachers plan for ‘writing time/activities’ each day.Creating TextsPlan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Creating TextsReread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
Where children are learning to write through their first language, the content of Creating Texts 3 and 4 is taught through the L1 literacy program.In English-medium-of –instruction schools, the early writing experiences of children reflect the AC content through English.
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