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 http://www.australiancurriculum.edu.au/home This material is reproduced with the permission of ACARA. 1
LANGUAGE Language variation and change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated Spelling Rules! Student Books in England it has been influenced by many other languages (ACELA1487) 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 students own views and reporting them to a larger group (ACELA1488) Unit 28 social or classroom interactions Units 14, 15, 17, 20, 22, expressing commands Units 11, 28 questions, statements Units 22, 33 persuasion Unit 20 interviews Unit 1 recounting a conversation Units 32, 33 modality Understand differences between the language of opinion and Units 3, 28, 29, 32, 33 thinking and feeling verbs feeling and the language of factual reporting or recording Units 11, 20, 28, 29, 31 expressing facts and opinions (ACELA1489) Text structure and organisation Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) Identify the features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) Expressing and developing ideas Text structures and features are taught for the following text types: recount, explanation, procedure (directions, rules, instructions, recipes), description, poem, information report, narrative, discussion, persuasion, response. Unit 27 cohesion through pronoun reference Units 3, 11, 26, 28, 33 cohesion and sequencing established through connectives Unit 25 lexical chains Units 20, 27, 34 cohesion established through theme Unit 9 determiners TRB Ages 8-12 p68 theme Units 19, 32 quotation marks Applicable to Try it yourself! activities that require students to undertake research such as Units 10, 11, 23, 27, 31 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Units 4, 5, 7, 8, 14, 16, 23, 27, 29 noun groups Units 14, 15, 17, 21, 22, 32, 33 verb groups Unit 14 phrases Units 15, 31 adverbs Units 19, 32 2
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Explore the effect of choices when framing an image, placement of elements in the image, and salience of composition of still and moving images in a range of types of text (ACELA1496) Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research (ACELA1498) Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) Recognise homophones and know how to use context to identify correct spelling (ACELA1780) LITERATURE Literature and context Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Units 15, 31 adverbs Units 13, 14, 34 prepositional phrases Unit 19 comic strip (storyboard) Many of the Try it yourself! activities provide opportunities for students to create multimodal texts and experiment with visual point of view. Units 10, 11, 23, 25, 27, 31 deal with information reports that include subject specific or technical terminology Spelling Rules! Student Books Spelling Rules! Student Books TRB Ages 8-12 p13 joint and collaborative writing; p15 epilogue; p61 narrative; p65 innovating on folktales and fairy tales Responding to literature Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Unit 29 response Units 28, 33 presenting points of view Use metalanguage to describe effects of ideas, text structures Units 3, 5, 19, 34 narrative and language features of literary texts (ACELT1604) TRB Ages 8-12 p61 developing empathy for characters in literary texts Metalanguage developed throughout Examining literature 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) Units 3, 5, 19, 34 narrative text Suggestions for ways to teach about techniques authors use to create narrative texts are included in TRB Ages 8-12, for example p61 Understand, interpret and experiment with a range of Units 7, 14, 22 devices and deliberate word play in poetry and other literary Some of the illustrations in the Student Books provide texts, for example nonsense words, spoonerisms, neologisms word play, for example p46, p25 and puns (ACELT1606) 3
Creating literature Create literary texts that explore students own experiences and imagining (ACELT1607) Units 1, 2, 4, 9, 17, 29 recount/everyday experiences Units 3, 5, 19, 34 narrative Unit 7 poetry Create literary texts by developing storylines, characters and settings (ACELT1794) LITERACY Texts in context Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Interacting with others 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) Units 3, 5, 19, 34 narrative TRB Ages 8-12 p61characterisation adjectives Unit 11 questions and statements Units 2, 4 summarising interactions Unit 28 discussion 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) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) Interpreting, analysing, evaluating TRB Ages 8-12 p17-18 strategies for spoken interactions including use of speech patterns such as pitch, pace, pause, emphasis and intonation; p18 body language and gesture to enhance meaning and aid communication. Delivering presentations is appropriate for every unit as an aspect of the Try it yourself! activity. TRB Ages 8-12 p62 multivoice recitation Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) 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) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) The sample text in each unit has a tag that describes the purpose of the text. Activities to analyse text structures are covered in the TRB Ages 8-12, e.g. p31-40 All You Need to Teach Comprehension Ages 8-10 Springboard into Comprehension Literacy Network All You Need to Teach Comprehension Ages 8-10 Springboard into Comprehension Literacy Network 4
Creating texts Plan, 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) Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) All units require students to create texts of their own for a range of audiences, using particular text structures and language features. A writing log is included as an insert. It supports students in proofreading and revising texts. Handwriting Using software applications is applicable to any unit as an aspect of the Try it yourself! activities. 5