SPEAKING AND LISTENING 1

Transcription

1 New South Waes Syabus Correations for Springboard Connect Series Connect Foundation Leve: Eary Stage 1 SPEAKING AND LISTENING 1 Reading Leve ENe-1A Students communicate with peers and known aduts in informa and guided activities demonstrating emerging skis of group interaction Deveop and appy contextua knowedge The supporting activities in the Teacher Guide: provide opportunities for students to communicate effectivey in pairs and groups using agreed interpersona conventions, active istening, appropriate anguage, and taking turns Understand and appy knowedge of anguage forms and features The suggested speaking and istening activities in the Teacher Guide and the Literature and print and digita books provide the perfect vehice to: introduce some anguage features of famiiar spoken texts in cassroom interactions provide opportunities for students to communicate appropriatey and effectivey within the cassroom using agreed conventions, eg staying on topic, asking for and offering assistance introduce and reinforce how and, but and then ink ideas in spoken texts ACELT1579 introduce noun to pronoun matches in spoken text, eg My brother has a pet. He feeds his pet. provide opportunities to repicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cutures ACELY1784 The Listening Post and speaking and istening activities in the Teacher Guide incude a weath of discussion experiences that provide opportunities for students to: deveop and appy their interaction skis incuding istening whie others speak, using appropriate voice eves, articuation and body ACELY1646 anguage, gestures and eye contact isten to and respond oray to texts and to the communication of others in informa and structured cassroom situations describe an object of interest to the cass, eg toy, pet express a point of view about texts read and/or viewed respond to simpe questions either verbay or non-verbay contribute appropriatey to cass discussions use questions and statements appropriatey in cass discussions use correct intonation when asking questions and making statements carry out instructions invoving one step understand simpe cassroom routines engage with and respond to a range of ora and aura texts for enjoyment and peasure respond to the shared reading of texts for enjoyment and peasure rete famiiar stories, incuding in home anguage Phone: Fax: Emai: marketing@macmian.com.au

2 WRITING AND REPRESENTING 1 Reading Leve ENe-2A Students compose simpe texts to convey an idea or message Deveop and appy contextua knowedge The Teacher Guide provides opportunities for students to: draw on their experience of anguage and texts and begin to understand that writing and representing can be used to convey an idea or message share writing with others for enjoyment Understand and appy knowedge of anguage forms and features ACELA1758 deveops students understanding that spoken sounds and words can be written down using etters of the aphabet and how to write some high-frequency sight words and known words The Teacher Guide provides opportunities to: ACELY1651 assist students to create short texts that expore, record and report ideas and events using famiiar words and beginning writing knowedge introduce and reinforce the high-frequency and sight words that are introduced in books and in students writing aow students to compose texts using some sight words and known words ACELY1652 aow students to compose texts on famiiar topics or stories they have read, using pictures and graphics to support their choice of words buid knowedge of grammatica conventions so students can participate in shared editing of their own texts for meaning, speing, capita etters and fu stops Phone: Fax: Emai: marketing@macmian.com.au

3 READING AND VIEWING 1 Reading Leve ENe-4A Students demonstrate deveoping skis and strategies to read, view and comprehend short, predictabe texts on famiiar topics in different media and technoogies Deveop and appy contextua knowedge The Literature and student books provide the perfect vehice to: provide experiences that aow students to identify unfamiiar words and attempt to use experience and context to work out word meanings incude opportunities for students to identify and compare simiar ideas, characters and settings in texts Understand and appy knowedge of anguage forms and features The Literature and student books provide the perfect vehice to: ACELA1433 deveop students understanding about print and screen, incuding how books, and simpe digita texts work, and know some features of print, for exampe directionaity introduce students to basic book conventions, eg opening and hoding books correcty, turning pages deveop understanding about direction of print, return sweeps and spaces between words create opportunities for students to earn about sentence structure in imaginative and informative texts and understand its meaning ACELA1440 buid students aphabet knowedge so they can recognise the etters of the aphabet and know there are ower and upper case etters provide opportunities to buid students knowedge of grammatica patterns when reading to assist in making meaning, eg ocating words that te who, what, when or where in texts Deveop and appy phonemic knowedge The Literature and print and digita student books create opportunities for students to: join in rhymes and chants ACELA1439 understand that spoken words are made up of sounds recognise rhymes, syabes and sounds (phonemes) in spoken words consistenty identify words that start with the same initia sound segment words into onset and rime identify the beginning and end sounds of words oray bend two or three sounds to make a word segment simpe spoken words into separate sounds identify the new word when asked to deete or add a phoneme (sound) to an existing spoken word Phone: Fax: Emai: marketing@macmian.com.au

4 READING AND VIEWING 1 continued Reading Leve Deveop and appy graphoogica, phonoogica, syntactic and semantic knowedge The activities incuded in the Sound and etter knowedge section of the Teacher Guide and inside back cover of the student books provide earning opportunities that assist students to: recognise high-frequency words, incuding their own names read and understand some sight words in simpe, predictabe texts identify most of the sounds and name a etters in a given word use phonoogica strategies when reading, incuding etter sound reationships use knowedge of etters and sounds to decode words, incuding those in initia, fina and media positions manipuate etters to assist reading, eg deete an onset to make a new word, deete a rime to say an onset Respond to, read and view texts The Literature, print and digita student books provide teaching opportunities to buid students abiities to: ACELY1649 read predictabe texts, practising phrasing and fuency, and monitor meaning using concepts about print and emerging contextua, semantic, grammatica and phonic knowedge ACELY1650 use comprehension strategies to understand and discuss texts istened to, viewed or read independenty predict meaning using eements of texts prior to reading read one or more sentences correcty and for meaning in environmenta/print texts identify itera meanings presented in texts, eg character, setting and events make connections between a text and own ife interpret meaning by responding to an inferentia question rete a famiiar story in sequence and identify the main idea create visuas that refect character, setting and events use context to predict meaning in written texts to suppement decoding attempts make acceptabe substitutions when reading simpe texts begin to use sef-correction strategies, eg rereading, pausing, using picture cues and semantic and syntactic skis, to make meaning from print and non-print texts use with increasing awareness appropriate reading behaviours, eg pitch, intonation and fuency Phone: Fax: Emai: marketing@macmian.com.au

5 SPELLING Reading Leve ENe-5A Students demonstrate deveoping skis in using etters, simpe sound bends and some sight words to represent known words when speing Understand and appy knowedge of anguage forms and features The Teacher Guide incudes teacher-directed and independent activities that deveop students abiities to: spe unknown words phoneticay with coser approximations identify patterns in words eading to the identification of word famiies use and write beginning and ending sounds of spoken words know that etters are used to represent sounds when writing words The Teacher Guide incudes teacher-directed and independent activities that deveop students abiities and confidence to: attempt to spe unknown words using simpe strategies, eg segmenting spe some common words accuratey in their own writing vocaise or subvocaise words when trying to write them use pura form when speing some words Phone: Fax: Emai: marketing@macmian.com.au

6 SPEAKING AND LISTENING 2 Reading Leve ENe-6B Students recognise that there are different kinds of spoken texts with specific anguage features and show an emerging awareness of some purposes for spoken anguage Deveop and appy contextua knowedge The Literature, student print and digita books and reated worksheets provide students with mutipe opportunities to: recognise that there are different ways of using spoken anguage to communicate demonstrate a deveoping understanding of anguage used at schoo and expectations for using spoken anguage according to audience and purpose ACELA1429 understand that anguage can be used to expore ways of expressing needs, ikes and disikes Understand and appy knowedge of anguage forms and features The Literature, student print and digita books can be used to assist students to: begin to identify some anguage features of famiiar spoken texts ACELA1437 identify the difference between a question and a statement understand the use of vocabuary in famiiar contexts reated to everyday experiences, persona interests and topics taught at schoo The Listening Post worksheets and Literature books provide students with simpe ora discussions and opportunities to: make simpe requests using appropriate word order recognise and interpret a simpe instruction from teachers and peers Phone: Fax: Emai: marketing@macmian.com.au

7 WRITING AND REPRESENTING 2 READING LEVEL ENe-7B Students recognise some different purposes for writing and that their own texts differ in various ways Deveop and appy contextua knowedge The writing activities in the Teacher Guide and student worksheets provide opportunities for students to: discuss the possibe audiences of imaginative and informative texts ACELA1430 understand that texts can take many forms, can be very short (for exampe an exit sign) or quite ong (for exampe an information book or a fim) and that stories and informative texts have different purposes discuss the different purposes of drawing and writing in simpe texts Understand and appy knowedge of anguage forms and features ACELY1648 The writing activities in the Teacher Guide and student worksheets provide opportunities for students to: identify some differences between imaginative and informative texts identify that imaginative texts are about characters that are represented by nouns and noun groups demonstrate an awareness of written forms of communication, incuding abes, symbos, emais, etters and photographs The writing activities in the Teacher Guide and student worksheets provide opportunities for students to: compose texts for known audience, eg sef, cass, other casses, parents compose texts using drawings and other visua media to create meaning reread own texts with peers and known aduts and expain the purpose for the writing Phone: Fax: Emai: marketing@macmian.com.au

8 READING AND VIEWING 2 READING LEVEL ENe-8B Students demonstrate emerging skis and knowedge of texts to read and view, and show deveoping awareness of purpose, audience and subject matter Deveop and appy contextua knowedge The wide range of genre covered across the fiction and non-fiction print and digita books and reated writing activities in the Teacher Guide and worksheets deveop students abiities to: ACELY1645 recognise that there are different kinds of imaginative and informative texts for enjoyment and finding information identify some famiiar texts and the contexts in which they are used recognise parts of print and digita texts, eg front and back covers, tite and author, ayout and navigation recognise key differences between imaginative and informative texts identify some purposes of simpe and imaginative texts identify the intended audience for a particuar text and give reasons Understand and appy knowedge of anguage forms and features The Teacher Guide and worksheets provide a range of earning activities that assist students to: distinguish print from drawings understand that words can be spoken or written ACELA1786 ACELT1578 recognise that words and pictures have meaning and that words can be read aoud expore the different contribution of words and images to meaning in stories and informative texts identify some features of texts incuding events and characters and rete events from a text Respond to, read and view texts The we-designed and engaging print and digita books and Teacher Guide provide opportunities for students to: engage in shared stories and join in shared book activities on famiiar and imaginary books expore sequencing of a story, focusing on the beginning, midde and end and recognise cutura patterns of storyteing, eg Once upon a time, the Dreaming interpret pictures with abes, environmenta print ogos and other visua images seect simpe print, visua and/or digita texts to read independenty for enjoyment and peasure discuss famiiar written and visua texts Phone: Fax: Emai: marketing@macmian.com.au

9 GRAMMAR, PUNCTUATION AND VOCABULARY READING LEVEL ENe-9B Students demonstrate deveoping skis and knowedge in grammar, punctuation and vocabuary when responding to and composing texts Deveop and appy contextua knowedge The Teacher Guide incudes activities to: assist students to begin to understand that grammar, punctuation and vocabuary are needed to achieve the purpose of the text enrich students vocabuary Understand and appy knowedge of anguage forms and features ACELA1434 ACELA1435 The Language section of the Teacher Guide provides activities and earning opportunities for students to: recognise that texts are made up of words and groups of words that make meaning recognise that sentences are key units for expressing ideas identify statements, questions, commands and excamations and their functions in texts experiment with adverbia phrases in structured and guided activities to indicate when, where and how actions occurred, eg ast week, at home demonstrate an awareness of nouns, pronouns and conjunctions recognise simpe pronoun references to maintain meaning ACELA1432 understand that punctuation is a feature of written text different from etters; recognise how capita etters are used for names, and that capita etters and fu stops signa the beginning and end of sentences identify features of sentence punctuation, eg question marks and excamation marks, when reading and composing Understand and appy knowedge of vocabuary The strong focus on the deveopment of specific content words in each student book provides the opportunity for students to: buid their persona vocabuary know the meaning of commony used words demonstrate an awareness that some words have mutipe meanings The speaking and istening activities in the Putting the Learning into Practice section of the Teacher Guide and worksheets provide opportunities for students to: compose effective sentences in writing using appropriate word order begin to use statements and questions with appropriate punctuation attempt to incorporate unfamiiar words in writing use a growing vocabuary to describe everyday events and experience Phone: Fax: Emai: marketing@macmian.com.au

10 THINKING IMAGINATIVELY AND CREATIVELY READING LEVEL ENe-10C Students think imaginativey and creativey about famiiar topics, simpe ideas and the basic features of texts when responding to and composing texts Engage personay with texts The we-designed and engaging print and digita books in the series provide effective resources to encourage students to: ACELT1577 respond to texts, identifying favourite stories, authors and iustrators share picture books and digita stories for enjoyment and peasure Deveop and appy contextua knowedge The supporting Literature books and imaginative print and digita books in each eve buid students knowedge that: imaginative texts can be composed for a range of audiences and purposes, using a range of media they can engage with and appreciate the imaginative use of anguage through storyteing Understand and appy knowedge of anguage forms and features The we-designed Literature and student books provide mutipe opportunities to assist students to: ACELT1785 recognise some different types of iterary texts and identify some characteristic features of iterary texts, for exampe beginnings and endings of traditiona texts and rhyme in poetry discuss creative anguage features in imaginative texts that can enhance enjoyment, eg iustrations, repetition The supporting Literature and imaginative print and digita books in each eve buid students understanding that they can: use imagination to represent aspects of an experience using written text, drawings and other visua media respond to a range of imaginative and creative texts, incuding visua media ACELT1580 ACELT1783 rete famiiar iterary texts through performance, use of iustrations and images share feeings and thoughts about the events and characters in texts discuss intended persona writing topics to form the basis for composing communicate the purposes of drawings and other visua media Phone: Fax: Emai: marketing@macmian.com.au

11 EXPRESSING THEMSELVES READING LEVEL ENe-11D Students respond to and compose simpe texts about famiiar aspects of the word and their own experiences Engage personay with texts share responses to aspects of a text that reate to their own ife engage with a variety of simpe texts and begin to understand that readers draw on their own knowedge to make meaning and enhance enjoyment Deveop and appy contextua knowedge The Literature, print and digita books and the Teacher Guide provide mutipe opportunities for students to: ACELT1575 recognise that texts are created by authors who te stories and share experiences that may be simiar or different to students own experiences understand that different anguages and diaects may be spoken by famiy, cassmates and community Understand and appy knowedge of anguage forms and features The Literature, print and digita books and the Teacher Guide provide mutipe opportunities for students to: understand that anguage can be used to describe ikes and disikes The Literature, print and digita books and the Teacher Guide provide mutipe opportunities for students to: compare and connect own experiences to those depicted in stories compose simpe written and visua texts that incude aspects of home, persona and oca community ife use visua, mutimoda and digita processes to represent simpe aspects of home and community ife respond to texts that depict aspects of home and community ife, eg short fims and digita texts respond to Dreaming stories, eg stories from oca Aborigina and Torres Strait Isander communities respond to iterature and a variety of other texts from a range of storyteers and cutures, using picture books and onine sources read and discuss stories that refect students socia and cutura groups begin to recognise points of view in text Phone: Fax: Emai: marketing@macmian.com.au

12 REFLECTING ON LEARNING READING LEVEL ENe-12E Students demonstrate awareness of how to refect on aspects of their own and others earning Deveop and appy contextua knowedge The earning activities in the Teacher Guide aong with the Literature books and the student print and digita books provide a rich iteracy environment to: deveop students growing understanding of how a rich text environment underpins earning hep students demonstrate an emerging awareness of criteria to enabe the successfu competion of tasks Understand and appy knowedge of anguage forms and features The wide range of discussion opportunities provided in the Listening Post CDs and inside back cover notes in the student books: contribute to guided discussions about how peope earn to read and write encourage students to deveop an appreciation for books, and poetry and the importance of narrative The Literature, student books and Listening Post activities provide mutipe opportunities for students to: discuss what it means to be an active istener discuss what it means to be a cooperative group member refect on own reading and discuss the peasure and chaenges of earning to read discuss ikes and disikes after reading or istening to a text Phone: Fax: Emai: marketing@macmian.com.au

13 New South Waes Syabus Correations for Springboard Connect Series Connect Leve 1: Stage 1 SPEAKING AND LISTENING 1 Reading Leve EN1-1A Students communicate with a range of peope in informa and guided activities demonstrating interaction skis and consider how their own communication is adjusted in different situations Deveop and appy contextua knowedge ACELY1666 ACELA1444 The speaking and istening activities for the Literature books in the Teacher Guide provide opportunities for students to: isten for specific purposes and information, incuding instructions, and extend students own and others ideas in discussions understand that anguage is used in combination with other means of communication, for exampe facia expressions and gestures to interact with others Understand and appy knowedge of anguage forms and features The Listening Post Time to share and isten to each other activities, and the interacting, interpreting, anaysing and evauating sections in the Teacher Guide assist students to: ACELA1446 understand that there are different ways of asking for information, making offers and giving commands use turn-taking, questioning and other behaviours reated to cass discussions ACELT1592 ACELA1787 identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs expore different ways of expressing emotions, incuding verba, visua, body anguage and facia expressions The reading session notes in the Teacher Guide provide activities and opportunities to encourage students to: communicate with increasing confidence in a range of contexts ACELY1656 engage in conversations and discussions, using active istening behaviours, showing interest, and contributing ideas, information and questions describe in detai famiiar paces and things use roe-pay and drama to represent famiiar events and characters in texts use intonation to emphasise the need to seek further carification of a question formuate open and cosed questions appropriate to the context use a comment or a question to expand on an idea in a discussion use some persuasive anguage to express a point of view ACELY1788 ACELY1789 use interaction skis incuding initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking ceary and varying tone, voume and pace appropriatey demonstrate attentive istening across a range of schoo contexts, eg assembies, wecome to and acknowedgement of country, and schoo performances contribute appropriatey to cass discussions carry out compex instructions invoving more than one step Phone: Fax: Emai: marketing@macmian.com.au

14 WRITING AND REPRESENTING 1 Reading Leve EN1-2A Students pan, compose and review a sma range of simpe texts for a variety of purposes on famiiar topics for known readers and viewers Understand and appy knowedge of anguage forms and features The Text structure and organisation section and additiona writing activities in the Putting the Learning into Practice section of the Teacher Guide provide mutipe opportunities for students to: ACELY1661 ACELY1671 create short imaginative, informative and persuasive texts using growing knowedge of text structures and anguage features for famiiar and some ess famiiar audiences, seecting print and mutimoda eements appropriate to the audience and purpose The Text structure and organisation section and additiona writing activities in the Putting the Learning into Practice section of the Teacher Guide and the reated worksheets provide mutipe opportunities for students to: pan, compose and review simpe imaginative, informative and persuasive texts on famiiar topics compose texts supported by visua information (eg diagrams and maps) on famiiar topics compose a range of written forms of communication, incuding emais, greeting cards and etters use effective strategies to pan ideas for writing, eg making notes, drawing, using diagrams, panning a sequence of events or information draw on persona experience and topic knowedge to express opinions in writing ACELY1662 ACELY1672 experiment with pubishing using different modes and media to enhance panned presentations reread and edit text for speing, sentence-boundary punctuation and text structure Phone: Fax: Emai: marketing@macmian.com.au

15 READING AND VIEWING 1 Reading Leve EN1-4A Students draw on an increasing range of skis and strategies to fuenty read, view and comprehend a range of texts on ess famiiar topics in different media and technoogies Deveop and appy contextua knowedge The eveed print and digita student books aow students to seect a book at their appropriate reading and interest eve, enabing them to: ACELY1665 demonstrate how readers sef-seect and get enjoyment from texts they have seected that refect their persona interests discuss different texts on a simiar topic, identifying simiarities and differences between the texts Understand and appy knowedge of anguage forms and features The Language section of the Teacher Guide and the supporting worksheets provide opportunities to introduce, practice or identify: grammatica patterns to enhance comprehension, eg action verbs, words or groups of words that te who, what, when, where and how ACELA1468 ACELA1448 ACELA1451 a cause as a compete message or thought expressed in words, noun pronoun agreement, conjunctions how nouns represent peope, paces, things and ideas and can be, for exampe, common, proper, concrete or abstract, and how noun groups/ phrases can be expanded using artices and adjectives patterns of repetition and contrast in simpe texts the parts of a simpe sentence that represent What s happening?, Who or what is invoved? and the surrounding circumstances how sentence punctuation is used to enhance meaning and fuency word famiies and word origins to understand the meaning of unfamiiar words, eg base words, rhyming words and synonyms Deveop and appy graphoogica, phonoogica, syntactic and semantic knowedge Phonoogica awareness activities are incuded in the Sound and etter knowedge sections of the Teacher Guide. The activities assist students to: ACELA1458 ACELA1459 ACELA1474 recognise sound etter matches incuding common vowe and consonant digraphs and consonant bends understand the variabiity of sound etter matches recognise most sound etter matches incuding sient etters, vowe/consonant digraphs and many ess common sound etter combinations automaticay recognise irreguar high-frequency words, eg come and are use phonoogica, graphoogica, syntactic and semantic cues to decode and make meaning from written texts, eg using an increasing repertoire of high-frequency and sight words, segmenting words into syabes ACELA1457 manipuate sounds in spoken words incuding phoneme deetion and substitution Phone: Fax: Emai: marketing@macmian.com.au

16 READING AND VIEWING 1 continued Reading Leve Respond to, read and view texts The recording feature in the digita books aows students to sef-record their reading of a text and to isten to their own fuency, word attack skis and understanding of punctuation when reading oray. The comprehensive Teacher Guide incudes a range of activities reated to etter knowedge, grammatica conventions and comprehension. This assists students to: ACELY1659 deveop phrasing, fuency, contextua, semantic, grammatica and phonic knowedge and emerging text processing strategies, for exampe prediction, monitoring meaning and rereading sef-correct when meaning is interrupted in simpe texts, eg pausing, repeating words and phrases, rereading and reading on ACELY1669 read ess predictabe texts with phrasing and fuency by combining contextua, semantic, grammatica and phonic knowedge using text processing strategies, for exampe monitoring meaning, predicting, rereading and sef-correcting read with fuency and expression, responding to punctuation and attending to voume, pace, intonation and pitch ACELY1660 ACELY1670 use comprehension strategies to buid itera and inferred meaning and begin to anayse texts by drawing on growing knowedge of context, anguage and visua features and print and mutimoda text structures use background knowedge of a topic to make inferences about the ideas in a text predict author intent, series of events and possibe endings in an imaginative, informative and persuasive text discuss the use of text connectives, eg sequencing ideas, indicating time identify the cohesive inks between pronouns and peope and things sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts ACELA1469 ACELT1589 identify visua representations of characters actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or mutipy the meaning of accompanying words compare opinions about characters, events and settings in and between texts distinguish between fact and opinion in persuasive texts Phone: Fax: Emai: marketing@macmian.com.au

17 SPELLING Reading Leve EN1-5A Students use a variety of strategies, incuding knowedge of sight words and etter sound correspondences, to spe famiiar words Deveop and appy contextua knowedge demonstrate growing awareness of how accurate speing supports the reader in understanding written texts to read fuenty Understand and appy knowedge of anguage forms and features The supporting worksheets in the Teacher Guide deveop students sound and etter knowedge and assist them to: ACELA1778 ACELA1471 know that reguar one-syabe words are made up of etters and common etter custers that correspond to the sounds heard, and how to use visua memory to write high-frequency words understand how to use digraphs, ong vowes, bends and sient etters to spe words, and use morphemes and syabification to break up simpe words and use visua memory to write irreguar words The supporting worksheets in the Teacher Guide deveop students sound and etter knowedge and assist them to: spe high-frequency and common sight words accuratey when composing texts spe known words using etter names isoate and write the initia, media and fina sound of a word exchange one etter in a written word with a different etter to make a new word use doube consonants where appropriate, eg hopping begin to use a dictionary for speing activities and word meaning recognise when a word is spet incorrecty use morphemic and phonoogica knowedge when speing Phone: Fax: Emai: marketing@macmian.com.au

18 SPEAKING AND LISTENING 2 Reading Leve EN1-6B Students recognise a range of purposes and audiences for spoken anguage and recognise organisationa patterns and features of predictabe spoken texts Deveop and appy contextua knowedge The speaking and istening activities in the Teacher Guide assist students to: ACELA1460 understand that spoken, visua and written forms of anguage are different modes of communication with different features and their use varies according to the audience, purpose, context and cutura background recognise a range of purposes and audiences for spoken anguage with increasing independence recognise different ora texts, eg conversations at home, in the cassroom and payground Understand and appy knowedge of anguage forms and features The vocabuary, anguage and grammatica convention activities in the Language section of the Teacher Guide and in the reated worksheets deveop students abiities to: identify organisationa patterns and features of predictabe spoken texts ACELA1454 ACELA1462 understand the use of vocabuary in everyday contexts as we as a growing number of schoo contexts, incuding appropriate use of forma and informa terms of address in different contexts identify anguage that can be used for appreciating texts and the quaities of peope and things The Listening Post worksheet section Time to share ideas and isten to each other and the interactive digita books provide opportunities for students to: rete famiiar stories and events in ogica sequence, incuding in home anguage rephrase questions to seek carification expain persona opinions oray using supporting reasons, simpe inferences and reasonabe prediction demonstrate active istening behaviours and respond appropriatey to cass discussions recognise and respond to instructions from teachers and peers Phone: Fax: Emai: marketing@macmian.com.au

19 WRITING AND REPRESENTING 2 READING LEVEL EN1-7B Students identify how anguage used in their own writing differs according to their purpose, audience and subject matter Deveop and appy contextua knowedge The Text structure and organisation and Expressing and deveoping ideas sections in the Teacher Guide and the accompanying worksheets aow students to: ACELY1668 identify the audience of imaginative, informative and persuasive texts discuss some of the different purposes for written and visua texts Understand and appy knowedge of anguage forms and features ACELA1447 ACELA1463 ACELY1658 ACELA1453 ACELA1470 The Text structure and organisation and Expressing and deveoping ideas sections in the Teacher Guide and the accompanying worksheets aow students to: understand that different types of texts have identifiabe text structures and anguage features that hep the text serve its purpose describe some differences between imaginative, informative and persuasive texts compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning understand the use of vocabuary about famiiar and new topics and experiment with and begin to make conscious choices of vocabuary to suit audience and purpose The Putting the Learning into Practice section in the Teacher Guide and reated worksheets provide mutipe opportunities for students to: draw on persona experience and feeings as subject matter to compose imaginative and other texts for different purposes ACELT1584 ACELT1591 compose and review written and visua texts for different purposes and audiences discuss the characters and settings of different texts and expore how anguage is used to present these features in different ways make inferences about character motives, actions, quaities and characteristics when responding to texts Phone: Fax: Emai: marketing@macmian.com.au

20 READING AND VIEWING 2 READING LEVEL EN1-8B Students recognise that there are different kinds of texts when reading and viewing and show an awareness of purpose, audience and subject matter Deveop and appy contextua knowedge The Literature and student books provide a range of imaginative and information texts that students can read to: recognise a range of purposes and audiences for imaginative, informative and persuasive print and visua texts identify how imaginative, informative and persuasive texts can vary in purpose, structure and topic understand that texts can draw on readers or viewers knowedge of texts to make meaning and enhance enjoyment, eg comparing fairytaes discuss possibe author intent and intended audience of a range of texts Understand and appy knowedge of anguage forms and features The Literature and student print and digita books provide strong texts to mode: ACELA1450 concepts about print and screen, incuding how different types of texts are organised using page numbering, tabes of content, headings and tites, navigation buttons, bars and inks ACELA1466 how text structure contributes to the meaning of texts some features of text organisation incuding page and screen ayouts, aphabetica order, and different types of diagrams, for exampe timeines simpe expanations in diagrammatic form, incuding fowcharts, hierarchies, ife cyces Respond to, read and view texts The tighty eveed text and controed vocabuary in the print and digita books aow students to seect tites at their appropriate interest and reading eve. This aows them to: seect a widening range of texts for enjoyment and peasure and discuss reasons for their choice respond to a range of iterature and discuss purpose and audience Phone: Fax: Emai: marketing@macmian.com.au

21 GRAMMAR, PUNCTUATION AND VOCABULARY READING LEVEL EN1-9B Students use basic grammatica features, punctuation conventions and vocabuary appropriate to the type of text when responding to and composing texts Deveop and appy contextua knowedge The Language section of the Teacher Guide and supporting worksheets provide a systematic deveopment of students abiities to: understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs understand that choice of vocabuary adds to the effectiveness of text Understand and appy knowedge of anguage forms and features The Language section of the Teacher Guide and supporting worksheets provide a systematic deveopment of students abiities to: ACELA1467 understand that paragraphs are used to organise ideas understand that simpe connections can be made between ideas by using a compound sentence with two or more causes usuay inked by a coordinating conjunction ACELA1452 expore differences in words that represent peope, paces and things (nouns, incuding pronouns), happenings and states (verbs), quaities (adjectives) and detais such as when, where and how (adverbs) recognise that a preposition paced in front of a noun group can show where, when, eg on the box (where), before my birthday (when) recognise that time connectives sequence information in texts ACELA1449 ACELA1465 recognise that different types of punctuation, incuding fu stops, question marks and excamation marks, signa sentences that make statements, ask questions, express emotion or give commands recognise that capita etters signa proper nouns and commas are used to separate items in ists experiment with the use of quoted (direct) and reported (indirect) speech Understand and appy knowedge of vocabuary The Language section of the Teacher Guide and supporting worksheets provide a systematic deveopment of students abiities to: ACELA1464 understand how texts are made cohesive through resources, for exampe word associations, synonyms, and antonyms recognise, discuss and use creative word pay, eg aiteration and onomatopoeia The Language section of the Teacher Guide and supporting worksheets provide a systematic deveopment of students abiities to: compose sentences effectivey using basic grammatica features and punctuation conventions use subject verb and noun pronoun agreement when composing texts and responding to texts oray and in writing demonstrate the use of more precise vocabuary to describe emotions and experiences when writing Phone: Fax: Emai: marketing@macmian.com.au

22 THINKING IMAGINATIVELY AND CREATIVELY READING LEVEL EN1-10C Students think imaginativey and creativey about famiiar topics, ideas and texts when responding to and composing texts Engage personay with texts The we-designed and engaging print and digita books provide effective resources that encourage students to: engage in wide reading of sef-seected and teacher-seected texts, incuding digita texts, for enjoyment, and share responses recognise the way that different texts create different persona responses respond to a wide range of texts through discussing, writing and representing Deveop and appy contextua knowedge The Literature, imaginative and information books in each reading eve buid students knowedge and assist them to: recognise and begin to understand how composers use creative features to engage their audience identify and compare the imaginative anguage used by composers Understand and appy knowedge of anguage forms and features The Literature, imaginative and information books in each reading eve buid students knowedge and assist them to: identify that different texts have different organisationa patterns and features for a variety of audiences identify creative anguage features in imaginative texts that enhance enjoyment, eg iustrations, repetition The Teacher Guide and Literature books provide opportunities for students to: ACELT1586 recreate texts imaginativey using drawing, writing, performance and digita forms of communication predict and discuss ideas drawn from picture books and digita stories recognise simiarities between texts from different cutura traditions, eg representations of dragons in traditiona European and Asian texts jointy adapt a we-known text for a different audience and purpose express a range of feeings in response to a text Phone: Fax: Emai: marketing@macmian.com.au

23 EXPRESSING THEMSELVES READING LEVEL EN1-11D Students respond to and compose simpe texts about famiiar aspects of the word and their own experiences Engage personay with texts ACELT1590 share responses to aspects of a text that reate to their own ife engage with a variety of simpe texts and begin to understand that readers draw on their own knowedge to make meaning and enhance enjoyment Deveop and appy contextua knowedge ACELT1581 ACELT1587 ACELY1655 The we-crafted and highy iustrated Literature books provide the idea vehice for assisting students to: discuss how depictions of characters in print, sound and images refect the contexts in which they were created recognise simpe ways meaning in texts is shaped by structure and perspective respond to texts drawn from a range of cutures and experiences Understand and appy knowedge of anguage forms and features The we-crafted and highy iustrated Literature and imaginative student books provide the idea vehice for assisting students to: discuss aspects of imaginative texts such as setting and diaogue, making connections with students own experiences identify features of texts from a range of cutures, incuding anguage patterns and stye of iustration The student books and the we-crafted and highy iustrated Literature books provide the idea vehice for assisting students to: ACELT1582 compose simpe print, visua and digita texts that depict aspects of their own experience discuss characters and events in a range of iterary texts and share persona responses to these texts, making connections with students own experiences discuss the pace of Dreaming stories in Aborigina and Torres Strait Isander ife identify, expore and discuss symbos of Aborigina and Torres Strait Isander cuture and recognise recurring characters, settings and themes in Dreaming stories identify, expore and discuss the moras of stories from a variety of cutures, eg Asian stories, and identify their centra messages ACELT1583 express preferences for specific texts and authors and isten to the opinions of others respond to a range of texts, eg short fims, documentaries and digita texts, that incude issues about their word, incuding home ife and the wider community Phone: Fax: Emai: marketing@macmian.com.au

24 REFLECTING ON LEARNING READING LEVEL EN1-12E Students demonstrate awareness of how to refect on aspects of their own and others earning Deveop and appy contextua knowedge The rich earning activities in the Teacher Guide, aong with the supporting Literature books, and student print and digita books provide a rich iteracy environment to: deveop an understanding of how a rich text environment underpins earning recognise and begin to understand that there are different ways of earning in Engish deveop an awareness of criteria for the successfu competion of tasks Understand and appy knowedge of anguage forms and features The activities in the Teacher Guide provide mutipe opportunities for students to: begin to discuss different ways we earn to read and write discuss some of the ways that story can be refected in a variety of media, eg fim, music and dance The activities in the Teacher Guide provide mutipe opportunities for students to: identify hepfu strategies during speaking, istening, reading, writing, and/or viewing and representing activities eg writing conferences, cass charts refect on own reading: What reading have I done today/this week?, Which part of my reading do I ike best?, What do I want/need to read about? discuss the roes and responsibiities when working as a member of a group Phone: Fax: Emai: marketing@macmian.com.au

25 New South Waes Syabus Correations for Springboard Connect Series Connect Leve 2: Stage 1 SPEAKING AND LISTENING 1 Reading Leve EN1-1A Students communicate with a range of peope in informa and guided activities demonstrating interaction skis and consider how their own communication is adjusted in different situations Deveop and appy contextua knowedge ACELA1461 ACELY1666 ACELA1444 The speaking and istening activities for the Literature books in the Teacher Guide provide opportunities for students to: understand that anguage varies when peope take on different roes in socia and cassroom interactions and how the use of key interpersona anguage resources varies depending on context isten for specific purposes and information, incuding instructions, and extend students own and others ideas in discussions understand that anguage is used in combination with other means of communication, for exampe facia expressions and gestures to interact with others Understand and appy knowedge of anguage forms and features ACELA1446 The speaking and istening activities in the Teacher Guide provide opportunities for students to: understand that there are different ways of asking for information, making offers and giving commands ACELT1592 ACELA1787 use turn-taking, questioning and other behaviours reated to cass discussions identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs expore different ways of expressing emotions, incuding verba, visua, body anguage and facia expressions The Listening Post activities and the reading session notes in the Teacher Guide provide opportunities to encourage students to: ACELY1656 communicate with increasing confidence in a range of contexts engage in conversations and discussions, using active istening behaviours, showing interest, and contributing ideas, information and questions describe in detai famiiar paces and things use intonation to emphasise the need to seek further carification of a question formuate open and cosed questions appropriate to the context use a comment or a question to expand on an idea in a discussion use some persuasive anguage to express a point of view demonstrate attentive istening across a range of activities Phone: Fax: Emai: marketing@macmian.com.au

26 WRITING AND REPRESENTING 1 Reading Leve EN1-2A Students pan, compose and review a sma range of simpe texts for a variety of purposes on famiiar topics for known readers and viewers Deveop and appy contextua knowedge The Text structure and organisation section and additiona writing activities in the Putting the Learning into Practice section of the Teacher Guide provide mutipe opportunities for students to: understand how panning, composing and reviewing contribute to effective imaginative, informative and persuasive texts experiment in a aspects of composing to enhance earning and enjoyment deveop an awareness of issues reating to the responsibe use of digita communication Understand and appy knowedge of anguage forms and features ACELY1661 ACELY1671 create short imaginative, informative and persuasive texts using growing knowedge of text structures and anguage features for famiiar and some ess famiiar audiences, seecting print and mutimoda eements appropriate to the audience and purpose understand the process of panning, drafting and pubishing imaginative, informative and persuasive texts The Text structure and organisation section and additiona writing activities in the Putting the Learning into Practice section of the Teacher Guide and reated worksheets provide mutipe opportunities for students to: pan, compose and review simpe imaginative, informative and persuasive texts on famiiar topics compose texts supported by visua information (eg diagrams and maps) on famiiar topics ACELT1593 create events and characters using different media that deveop key events and characters from iterary texts compose a range of written forms of communication, incuding emais, greeting cards and etters use effective strategies to pan ideas for writing, eg making notes, drawing, using diagrams, panning a sequence of events or information draw on persona experience and topic knowedge to express opinions in writing ACELY1662 ACELY1672 experiment with pubishing using different modes and media to enhance panned presentations reread and edit text for speing, sentence-boundary punctuation and text structure Phone: Fax: Emai: marketing@macmian.com.au