Comprehensively meeting Australian Curriculum English requirements

Transcription

1 Comprehensively meeting Australian Curriculum English requirements You can be confident when working through the scope and sequence of Grammar Rules! that you are integrating the Language, Literature and Literacy strands of the Australia Curriculum English to develop students knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The links below are not exhaustive. They are a sample of the ways you can use to teach Australian Curriculum English. Strands, Sub-strands and Content descriptions - This is an extract from the Australian Curriculum version 3.0. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at This material is reproduced with the permission of ACARA. 1

2 LANGUAGE Language variation and change Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515) Language for interaction Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516) Understand the uses of objective and subjective language and bias (ACELA1517) Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous, and persuasive purposes and effects (ACELA1518) Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) Units 11, 25, 33, 34 TRB Ages 8-12 p98, p107 Units 1, 10, 11, 13, 22, 25, 31, 33 deal with a range of audiences from friendly and informal to more formal texts for unknown or distant audiences. Units 2, 10, 16, 19, 27, 28, 32, 33 Concepts covered include sensationalism, emotive language and bias, as well as the ability to express a personal point of view and to recognise the points of view of others. TRB Ages 8-12 p105, p108 Text structures and features are explicitly taught. Texts include: explanation, procedure (instructions, recommendations), description, poem, information report, narrative (including myths and a radio play), recount, discussion, persuasion (advertising, argument, debate, speech), interview, response. Units 16, 20 parody Units 25, 27 humour Unit 16 persuasion Unit 32 personification TRB Ages 8-12 p102 parody, p103 voice of the narrator Unit 7 ellipsis Units 5, 13, 15, 21, 23, 31 pronouns, reference Units 1, 3,14,15, 22, 28 connectives Units 10, 21, 26, 34 lexical chains including synonyms, antonyms and sub-classes of words Units 13, 16 theme TRB Ages 8-12 p106 visual reference Understand the uses of commas to separate clauses (ACELA1521) Expressing and developing ideas Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Units 7, 9, 11, 19, 26, 34 punctuation Units 3, 13, 14, 15, 17 Units 1, 7, 9, 13-17, 26, 28, 29, 32, 33 verbs Units 3, 23 adverbs groups and phrases Units 1, 9 verb tense 2

3 Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526) LITERATURE Literature and context Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Responding to literature Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor influence personal response to different texts (ACELT1615) Examining literature Identify, describe and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author s individual style (ACELT1616) Units 13, 15 bullet points Units 19, 26 tables Unit 22 diagrams, labels, comic strips Unit 26 subheadings Unit 28 visual organiser Units 6, 21, 25 response (point of view) Units 16, 20, 32 exposition/persuasion/advertising Units 19, 27 exposition/argument (point of view) Unit 28 discussion (point of view, presenting opinions) Unit 10 sensationalism Units 10, 16, 27 emotive language Unit 34 etymology Units 32, 34 prefixes, suffixes See also: Spelling Rules! Student Books Units 4, 7-10, 16, 19, 21, 25, 27, 33, 34 TRB Ages 8-12 p105 Units 4, 27, 28, 31, 32 The sample texts in each unit can be used as models to compare with other texts for similarities and differences in the ways a topic is presented. The Try it yourself! activity in each unit requires students to create their own texts. Unit 16 modality Unit 2, 4 simile Unit 10, 16, 19, 27 emotive language Unit 28 evaluative language Units 26, 32 metaphor Unit 32 personification Unit 16, modal auxiliaries Units 4, 8, 16, 26 adjectives TRB Ages 8-12 p107 explicitly teaches students about the resources available in the language system. This supports their growing awareness of techniques used by authors and illustrators. 3

4 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) Creating literature Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) LITERACY Texts in context Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) Interacting with others Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Interpreting, analysing, evaluating Units 4, 7, 16, 23 narrative Unit 21 poetry Unit 26 description words and imagery (the senses) Unit 32 words and imagery metaphor, personification Units 2, 4 words and imagery simile Unit 20 words and imagery parody Unit 27 words and imagery proverbs Units 2, 4, 7, 14, 16, 20, 21, 23 TRB Ages 8-12 p96, p97, p99 Units 4, 8, 16, 26 describing adjectives (sensory language) Unit 26 description words and imagery (the senses) Unit 32 words and imagery metaphor, personification Units 2, 4 words and imagery simile Unit 20 words and imagery parody Unit 27 words and imagery proverbs Every Try it yourself! activity suggests a text that students can create, focusing on a particular text structure or language feature. Unit 25 specifically compares two texts on the same topic for different audiences using different media. Each unit has a model text for students to examine. Media text types provided include newspaper article, advertisement, and radio and television interview transcript. The Try it yourself! activities at the end of each unit provide scope for comparing ways that different texts present ideas differently. For example, Unit 13 requires students to transform a newspaper ad into a radio ad. Unit 25 open and closed questions Units 9, 28 discussion Units 19, 27 argument, debate The content covered in the sample texts provides opportunities for pair group and whole class discussions. For example Units 8, 17, 19, 21, 27, 28, 34 Students can present the texts created for the Try it yourself! activities to class members, the school community or wider audiences, as appropriate. 4

5 Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) Creating texts Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Sample text types include recount, description, narrative, response, discussion, report, procedure, exposition, explanation. The balloon alongside each text defines the purpose of the text. Students analyse the language features of each text. TRB Ages 8-12 provides additional ways to analyse texts, for example p94, p101. See: All You Need to Teach Comprehension Ages 10+ Springboard into Comprehension Literacy Network See: All You Need to Teach Comprehension Ages 10+ Springboard into Comprehension Literacy Network Units 16, 27 emotive language Unit 28 evaluative language Units 2, 4, 7, 8, 16, 17, 19, 21, 26 noun groups including adjectives Units 28 thinking and feeling verbs Each unit ends in a Try it yourself! activity which requires students to use knowledge gained in the unit to create texts for specific purposes and audiences. Students keep a record of their own texts in the Writing Log provided as an insert. Re-read and edit students own and others work using A writing log is included as an insert. It supports agreed criteria and explaining editing choices (ACELY1715) students in proofreading and revising texts. Develop a handwriting style that is legible, fluent and Handwriting automatic and varies according to audience and purpose (ACELY1716) Use a range of software, including word processing Applicable to all units, in the Try it yourself! programs, learning new functions as required to create texts activities. (ACELY1717) 5