2015 BHSS English YearLevelPlan YearsP-6 … Hills State School D:\mtayl70\My...
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1 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
BALD HILLS STATE SCHOOL
ENGLISH YEAR LEVEL PLAN (2015 Version 1 - Under Review) P–6
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2 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
2015 Table of Contents English – Pedagogy (Classroom Instruction That Works) .................... 3 English – Student-centred Learning .................................................. 4 Whole-School Reading Map – Implementing ‘The Big 5’ ..................... 5 ‘The Big 5’ – Phonemic Awareness ................................................... 6
Phonemic Awareness Schedule .......................................................... 6
Phonemic Awareness Resources ........................................................ 7 Phonemic Awareness Evidence-base ................................................. 7
‘The Big 5’ – Phonics ....................................................................... 9 Phonics Schedule ................................................................................ 9
Phonics Resources .............................................................................. 9 Phonics Evidence-base ..................................................................... 10
‘The Big 5’ – Fluency ..................................................................... 11 Fluency Schedule .............................................................................. 11
Fluency Resources ............................................................................ 12
Fluency Evidence-base ..................................................................... 12
‘The Big 5’ – Vocabulary ................................................................ 13 Vocabulary Schedule ........................................................................ 13
Vocabulary Resources ...................................................................... 14
Vocabulary Evidence-base ............................................................... 14
‘The Big 5’ – Comprehension ......................................................... 16 Comprehension Schedule ................................................................. 16 Comprehension Resources ................................................................ 17 Comprehension Evidence-base ......................................................... 17
English Year Level Plans - 2015 ...................................................... 20 Year level plan — Prep 2015 – ENGLISH ...................................... 20
Curriculum intent ...........................................................................20 Content descriptions for Year Prep English ..................................23
Year level plan — Year 1 2015 – ENGLISH ....................................26
Curriculum intent ...........................................................................26 Content descriptions for Year 1 English ........................................30
Year level plan — Year 2 2015 – ENGLISH ....................................34 Curriculum intent ...........................................................................34 Content descriptions for Year 2 English ........................................38
Year level plan — Year 3 2015 – ENGLISH ....................................42
Curriculum intent ...........................................................................42 Content descriptions for Year 3 English ........................................46
Year level plan — Year 4 2015 – ENGLISH ....................................50
Curriculum intent ...........................................................................50 Content descriptions for Year 4 English ........................................53
Year level plan — Year 5 2015 – ENGLISH ....................................58 Curriculum intent ...........................................................................58 Content descriptions for Year 5 English ........................................61
Year level plan — Year 6 2015 – ENGLISH ....................................65 Curriculum intent ...........................................................................65 Content descriptions for Year 6 English ........................................68
Bibliography ................................................................................. 72 Appendix A – Reading Level Correlation Matrix ................................ 74 Appendix B – Exemplar Tier 2 Vocabulary List – S.T.R.I.V.E .............. 75
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3 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
English – Pedagogy (Classroom Instruction That Works)
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4 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
English – Student-centred Learning
Learning English – a student perspective
The programme for Bald Hills students will consistently consolidate our knowledge and skills from a conscious effort to an unconscious competence.
Consistency in our reading strategies, our comprehension strategies, and our learning strategies makes our learning more effective and efficient.
Learning English – a staff perspective
We strive to provide all our students at Bald Hills with a learning programme that consistently maintains each child in a ‘Goldilocks learning zone’ from
enrolment to leaving. This ‘zone of proximal development’ (Vygotsky) is not too hard and not too easy; it provides the level of support ‘just right’ for a
student to meet the challenge of the moment. With proscribed pedagogical techniques chosen from those recognised by research as most effective for
learners, we will respond to the data showing what the next step in our students’ learning path might be, and endeavour to maintain a consistent learning path
for them.
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Whole-School Reading Map – Implementing ‘The Big 5’
Year Phonemic Awareness
Phonics Fluency Vocabul
ary
Comprehension
8 Reading Strategies 9 Comprehension Strategies
(Ped
ag
og
y, R
eso
urc
es &
Pro
gra
mm
es, p
urc
ha
sin
g p
rio
rity
)
SRA
Ph
on
emic
Aw
are
nes
s
Rea
d it
Ag
ain
Spel
ling
Ma
ster
y
Leve
lled
Lit
erac
y
Co
rrec
tive
Rea
din
g D
eco
din
g
Jolly
Ph
on
ics
Rea
din
g E
gg
s
Rea
din
g E
gg
spre
ss
Hu
mpt
y D
umpt
y Si
ght
Wo
rds
PM
rea
der
s (g
uid
ed r
ead
ing,
h
om
e re
adin
g)
Leve
lled
tex
ts (
guid
ed r
ead
ing
ho
me
read
ing)
Lite
racy
Pro
(Le
vel 3
0+)
Stu
dy
Lad
der
Ro
bu
st V
oca
bu
lary
Inst
ruct
ion
'Fro
nt-
end
' C2
C v
oca
bu
lary
list
s
Ma
gic
100
-300
exp
licit
tea
chin
g o
f re
adin
g
stra
tegi
es
‘Bea
nie
Ba
bie
s’;
Shar
ed &
Mo
del
led
Rea
din
g;
Big
Bo
oks
IWB
on
line
text
s D
aily
sch
edu
led
Gu
ided
Re
adin
g
Gro
up
ro
tati
on
s Le
velle
d R
ead
ers
Bee
tle
Bo
xes
Ever
yda
y B
oo
k B
oxe
s ex
plic
it t
each
ing
of
com
pre
hen
sio
n s
trat
egie
s R
ead
it A
ga
in
Shar
ed &
Mo
del
led
Rea
din
g
Spec
ific
Ski
ll Se
ries
Ma
kin
g C
on
nec
tio
ns
SRA
lab
s
Bra
in B
an
k
Tea
cher
-ma
de
PM
sh
eets
Rig
by
Co
llect
ion
s
Lite
racy
Co
mp
reh
ensi
on
Bo
xes
Prep Year Year One Year Two Year
Three 3 Year Four 4 Year Five 5 Year Six 6 SEP
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‘The Big 5’ – Phonemic Awareness
Phonemic Awareness Schedule
Program Program Year Level SRA Phonemic Awareness Program Read it Again
Prep Term 1 Term 1 Introduced for whole-class lessons
Term 2 Term 2
Term 3 Term 3 Groups continued for students identified through First
Semester Prep Assessments – flagged for Student
Support Service intervention Term 4 Term 4
Year 1 Term 1 Terms 1-4 Groups continued for students identified through BHSS
Student Support Services referrals
goals and strategies tracked in OneSchool
Individual Curriculum Plan procedures
Term 2
Years 2-6 continued for students identified through BHSS Student Support
Services referrals
goals and strategies tracked in OneSchool Individual
Curriculum Plan procedures
Program Program Program Year Level Spelling Mastery Levelled
Literacy
Interventio
n
Corrective Reading Decoding
Year P Semester 2 Placement test – refer to assessment schedule Years P-6 continued for students identified through BHSS Student
Support Services referrals
goals and strategies tracked in OneSchool
Individual Curriculum Plan procedures
Year 1 Semester 1 A B C
Semester 2 A ½ B
Year 2 A B C D E F
Year 3 A B C D E F
Year 4 A B C D E F
Year 5 A B C D E F
Year 6 A B C D E F
Key: ICP (2+ below
Year Level) (1 below Year
Level) (At Year Level – ½
above Year Level) (1 below Year
Level) ICP (2+ above
Year Level)
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Phonemic Awareness Resources
Program Explanation and References
SRA Phonemic Awareness Program
Read it Again
Spelling Mastery Levels A- F
Levelled Literacy Intervention
Corrective Reading & Decoding
Phonemic Awareness Evidence-base1
Phonemic awareness is commonly defined as the understanding that spoken words are made up of separate units of sound that are blended together when
words are pronounced. However, it can also be thought of as skill at hearing and producing the separate sounds in words, dividing or segmenting words into
their component sounds, blending separate sounds into words, and recognizing words that sound alike or different. It is defined by reading experts as the
ability to “focus on and manipulate phonemes in spoken words” (NICHD, 2000). For example, hearing and saying that the word cat has three sounds, or
phonemes /k/ /a/ /t/ is an example of phonemic awareness skill.
How Does Phonemic Awareness Help Young Children Learn to Read?
Phonemic awareness helps young children use more advanced ways of learning new words. Learning a new word involves forming a connection between
visual information about the word as it appears in print and its meaning, pronunciation, and other information that is stored in the child’s oral vocabulary.
This connection is what enables the reader to access information about the word stored in the brain when the word is encountered in print. Faster, stronger
connections help produce more proficient reading. In the more advanced phases of learning new words, phonemic awareness plays an important role in
making these connections.
How Can Teachers Help Students Develop Phonemic Awareness?
The National Reading Panel Report stated that “the extent of phonemic awareness needed to contribute maximally to children’s reading development does
not arise from incidental learning or instruction that is not focused on this objective” (NICHD, 2000, p. 2-33). Comprehension of main ideas of a spoken
message is demonstrated by restating or rephrasing key points. Therefore, it is important that teachers understand how to teach phonemic awareness. The
following points highlight key ideas for teaching phonemic awareness:
Assess the kinds of phonemic awareness tasks students are able to perform and plan instruction accordingly.
1 (Learning Point Associates, 2004)
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Focus on one or two phonemic awareness skills.
Allocate a reasonable amount of time to phonemic awareness instruction
Emphasize segmenting words into phonemes.
Working with small groups of three to four children to teach phonemic awareness may be more effective than one-on-one tutoring.
Use letters when teaching about phonemes.
Connect phonemic awareness instruction to reading and writing.
Use manipulatives to help students acquire phonemic awareness.
Focus attention on how the mouth changes when pronouncing different phonemes.
Use spelling to teach phonemes.
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‘The Big 5’ – Phonics
Phonics Schedule
Year Level Program Program Prep Jolly Phonics Reading Eggs
T
erm
1
Week 1 S, A, T
Ter
m 2
Y, X, ch
Ter
m 3
Magic ‘e’
Ter
m 4
Ai, ay, a-e Term 1
Week 2 I, P, N Sh, th th Ay, oy, ‘tough y’ Ee, ea, e-e
Week 3 C/K, E, H Qu, ou, oi, Ea Ie, igh, y, i-e Term 2
Week 4 R, M, D ue, er, ar Y, igh Oa, ow, o-e
Week 5 G, O, U Y, as, /ee/ Ow Ue, ew, u-e Term 3
Week 6 L, F, B Short vowels a, e, i Ir, ur Ou, ow
Week 7 Ai, J, ie Short vowels o, u Ew Oi, oy Term 4
Week 8 Oa, ee or ck Ph, as, /f/ Er, ir, ur
Week 9 Z, W, ng Double letters Soft c Ear, air, are
Week 10 V, oo oo Long vowels a, e, i Soft g
Year 1 Jolly Phonics Reading Eggs
Term 1
Term 2
Years 2-6 Jolly Phonics & Reading Eggs
Terms 1-4 continued for students identified through BHSS Student Support Services referrals
goals and strategies tracked in OneSchool Individual Curriculum Plan procedures
Phonics Resources
Program
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Jolly Phonics
Jolly Phonics Sound Chart
Poster # 1
Jolly Phonics Sound
Chart Poster # 1
Reading Eggs
Reading Eggspress
Phonics Evidence-base2
We define phonics as a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language. For the English
language, these relationships are predictable, but not completely consistent. However, they are consistent enough to be very useful to young children in
helping them learn to decode unfamiliar words3.
What Is the Purpose of Phonics Instruction?
Phonics instruction is intended to help young readers understand and use the alphabetic principle. This principle says there is a systematic, if sometimes
irregular, relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds). Effective phonics instruction enables
children to use these relationships to read and spell words accurately and rapidly. Phonics instruction also serves as a memory aid that helps students
remember and apply rules and generalizations for matching sounds and letters.
Systematic Phonics
The research support for systematic phonics instruction extends back to the work of Jeanne Chall (1967). Her extensive review of the theory and practical
application of beginning reading instruction concluded that systematic phonics instruction that was initiated early in children’s school experiences seemed to
produce stronger reading achievement than instruction that began later and was less systematic. Since Chall’s early study of reading, the evidence to support
the use of systematic phonics instruction has continued to grow (Adams, 1990; Foorman et al., 1998). “Although differences exist, the hallmark of systematic
2 (Learning Point Associates, 2004)
3 (Foorman et al., 1998).
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phonics programs is that they delineate a planned, sequential set of phonic elements, and they teach these elements explicitly and systematically.” (NICHD,
2000, p. 2-99)
Findings cited in the National Reading Panel Report (NICHD, 2000) on the efficacy of systematic phonics instruction include the following:
Systematic phonics instruction was shown to produce substantial improvement in reading and spelling in kindergarten through sixth grade, especially
for younger children who were at risk of future reading failure and disabled readers. The contribution of systematic phonics instruction to reading
achievement was greater than that of programs that provided unsystematic phonics instruction and programs that included no phonics instruction.
Positive results were greater with younger students (kindergarten students and first graders), indicating that beginning systematic phonics instruction
early is helpful.
Systematic phonics instruction produced gains when used in a variety of grouping patterns such as one-on-one tutoring, small groups, and whole-
class instruction.
Gains in reading were demonstrated by children from all socioeconomic levels.
Systematic phonics instruction improved comprehension and showed an even greater impact on word recognition.
‘The Big 5’ – Fluency
Fluency Schedule
Day Monday Tuesday Wednesday Thursday Friday Group NMS C U2B A NMS C U2B A NMS C U2B A NMS C U2B A NMS C U2B A
Guided
Reading
Reading
Eggspress
Reciprocal
Reading
Marking & feedback on
reciprocal reading Sheets Reciprocal
Reading
Levelled
readers
PM 1-30 ‘home reader’
text exchange
PM 1-30 ‘home reader’
text exchange
PM 1-30 ‘home reader’
text exchange
PM 1-30 ‘home reader’
text exchange
PM 1-30 ‘home reader’
text exchange
(Weekly) library text exchange (PM >30)
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Fluency Resources
Resource Centre Texts
Year 2 Early Chapter Readers (PM 20+) are currently boxed in sets in
plastic tubs
Year 3+ Lexile readers (Year 3+)
Fluency Evidence-base4
In a large-scale study of fluency (Pinnell, Pikulski, Wixson, Campbell, Gough, & Beatty, 1995) the National Assessment of Educational Progress reported
that almost half of the fourth graders tested were unable to read fluently. That same study identified a close relationship between fluency and comprehension.
That is, students who were low in fluency also showed difficulty comprehending what they read.
How Can Teachers Help Students Develop Greater Fluency?
Because of the benefits of fluent reading, it is important to look carefully at how fluency is developed. While practice is a key component of acquiring any
type of automatic behaviour, the question of what types of practice are most effective in developing reading fluency has a somewhat surprising answer.
Although there is a good deal of research that connects how much children read and their reading performance, this research does not prove which comes
first: reading skill or lots of reading (NICHD, 2000). For example, strategies that emphasize silent, independent reading have not been proven to produce
improvement in reading achievement (Carver & Liebert, 1995). So, to ensure that students continue to develop fluency, other forms of practice should be
included. Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD, 2000).
4 (Learning Point Associates, 2004)
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Repeated reading involves asking students to read and reread a passage or story. In studies of the effects of repeated reading, students have been required to
reread a story a certain number of times or until a specified level of fluency was reached. In a classroom setting, students might intersperse their repeated
readings with activities that give them an opportunity to respond to what they have read rather than merely reading the story or passage again and again.
As discussed earlier, at least part of the improvement in fluency produced by repeated reading may result from a shift in the reader’s emphasis from word
recognition to comprehension as he or she rereads the story or passage. During initial readings, the reader may be required to devote more working memory
to the task of decoding unfamiliar words. These efforts at word recognition build mental connections that enable the reader to recognize those words more
rapidly when they are encountered again. This allows more working memory to be used for comprehension during subsequent readings.
Guided repeated oral reading adds greater support for the reader to the strategy of repeated reading. This guidance or support may take the form of additional
modelling of what fluent reading sounds like, telling students unfamiliar words rather than having them sound the words out, having students read along with
a taped version of the story, or helping students see how words can be grouped into meaningful phrases. Direct support may come from fellow students,
parents, other adults, or the classroom teacher. Comparisons among different methods of providing guidance during repeated oral reading indicate that most
methods were successful in producing improvement in fluency (NICHD, 2000). However, one form of guided reading that has not been proven successful is
the practice of “round-robin” reading (Stalling, 1980). The primary flaw in round-robin reading is most likely the fact that it does not give students a chance
to improve their fluency by rereading the passage. Round-robin reading requires students who have read “their paragraph” to read along as other students
read subsequent paragraphs. They are not given an opportunity to read the same passage again with the benefit of guidance or feedback from their teacher.
Fluency improves when students can apply the guidance their teacher has provided in rereading the same passage.
‘The Big 5’ – Vocabulary
Vocabulary Schedule
Preparation Monday Tuesday Wednesday Thursday Friday Select a C2C text
sample for the week
to read out loud to
the class.
Make a list of Tier
Two words.
Select three to study
throughout the week.
Write each selected
word for the word
wall display.
Read Text Aloud
(15 minutes)
Pause to introduce
Tier Two words with
student-friendly
definitions
Direct student’s
attention to the new
words written on the
word wall
Say one word at a
Review, compare
and contrast
definitions
(5-10 minutes)
Ask the students to
read words out loud.
Think, pair, share
definitions
Provide examples of
the words in other
contexts.
Engaging Activities
(5-10 minutes)
Briefly review words
and definitions.
Quick Activities:
‘Word Associations’
(which goes with
what other words)
‘Have You Ever…?’
(personal contexts
for study words)
Wrap-Up
(5-10 minutes)
‘Show Me How You
Would Look If…’
(act it out)
‘Somewhere Else’
(other contexts for
word use)
‘Choices’ (would you
rather? Other
contexts for word
Quiz
(5 -10 minutes)
Short mix and match
assessment, or
multiple-choice
assessment
(read the questions
and choices as
students follow
along.)
Mark work, and
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Consider explaining
each word in
everyday language
time
Ask the students to
repeat the word
Repeat the student-
friendly definition.
Explain that these
are the words you
want them to learn
this week.
‘Applause,
Applause!’ (clap for
how much you would
like to be described
by the word)
‘Idea Completions &
Sentence Stems’
(The cellar was cold
and dark because…)
use)
‘On the spot’
(students describe
situations where they
would have to use
the word)
provide feedback
Vocabulary Resources
Beck, I., & McKeown, M. Kucan, L., (2013); Bringing Words to Life: Robust Vocabulary Instruction (2nd
ed); Guildford Press.
Whole-school Pedagogy
Robust Vocabulary Instruction strategies
Associate new words with known words.
Use new words in a sentence.
Match definitions to new words.
Use new words in different contexts.
Provide students with multiple exposures to new words.
Vocabulary list examples
Tier 1 words Tier 2 words Tier 3 words
Magic 300 STRIVE list
Vocabulary Evidence-base5 Vocabulary is important in word recognition. Young readers use the pronunciations and meanings of words in their oral vocabulary to help them recognize
words they see in print. When children sound out an unfamiliar word, they use the trial pronunciation they have created to search their oral vocabulary. If
they find a match and it makes sense in the sentence, they resume reading. If the word is not in their oral vocabulary, they will have a difficult time
recognizing that word in print even if they are able to produce an accurate pronunciation by decoding.
5 (Learning Point Associates, 2004)
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Vocabulary also plays an important role in comprehension. Much of the research dealing with the effects of vocabulary instruction on comprehension has
involved children in upper-elementary grades and above; however, the findings have implications for improving comprehension in younger children as well.
These findings include support for two instructional practices that improve comprehension: ongoing, long-term vocabulary instruction (Beck, Perfetti, &
McKeown, 1982) and teaching vocabulary words prior to making reading assignments (Brett, Rothlein, & Hurley, 1996; Wixson, 1986).
Additionally, vocabulary is important for reading to learn as well as learning to read. Children need to understand the meanings of the words they read if they
are to learn from what they read (Nagy & Scott, 2000). Baker, Simmons, and Kameenui (1995) tell us that “vocabulary acquisition is crucial to academic
development.
Based on its extensive review of scientifically based reading research, the National Reading Panel (NICHD, 2000) suggested several implications for
vocabulary.
Vocabulary should be taught directly even though a great deal of vocabulary is learned indirectly.
Repeated exposure to new vocabulary is important.
New words are learned more effectively in a rich context.
Restructuring vocabulary tasks can help students learn new vocabulary.
Active engagement with vocabulary improves learning – This can include
o using new words in sentences
o matching words with definitions
o sorting examples and non-examples of new concepts
o discussing what new words mean with classmates
Processing New Words in Multiple Ways
Providing multiple ways for students to work with new words enhances their understanding of those words (McKeown et al., 1985; Stahl, 1991). Here are
several examples that are easy to use:
Associate new words with known words.
Use new words in a sentence.
Match definitions to new words.
Use new words in different contexts.
Provide students with multiple exposures to new words.
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‘The Big 5’ – Comprehension
Comprehension Schedule
SRA Specific Skill Series – Nine Key Comprehension Skills
1. Identifying Cause and Effect Identifying Cause and Effect requires students to analyse information and determine the effect.
2. Compare and Contrast Comparing and Contrasting helps students practice identifying similarities and differences through stories and
pictures. It teaches students to pay attention to detail and then organize the information accordingly.
3. Drawing Conclusions Drawing Conclusions develops one of the most important interpretative skills by presenting students with the
most logical answer through the information provided.
4. Identifying Fact and Opinion Identifying Fact and Opinion helps students develop the important skill of understanding and recognizing the
difference between facts and opinion through the analysis of information to determine whether it can be researched
and proved or if it is a feeling or belief.
5. Finding Details Finding Details helps students develop skills in recalling details from a single reading by taking as much in as
possible. The material is structured so the story is one side and the questions on the reverse so there is no “looking
back” for the answer.
6. Getting the Main Idea Getting the Main Idea is designed to assist students in grasping the central thought of a short passage through the
use of key question words, topic words, place clues, space clues, turnabout clues and general and specific ideas.
7. Making Inferences Making Inferences is devised to develop one of the most difficult interpretative skills–arriving at a probable
conclusion from s limited number information.
8. Sequencing Sequencing establishes the important ability to determine time relationships–the order in which things happen.
9. Using Phonics Using Phonics helps students put sounds and other word elements to work to determine word meaning.
QAR (Many BHSS teachers have these skills)
1. Right There
2. Search and Locate
3. Author and Me
4. On My Own
Reciprocal Reading (co-operative learning to promote reading comprehension independence)
1. Predict
2. Clarify
3. Question
4. Summarise
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17 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Comprehension Resources
Specific Skill Series activity books
Reciprocal reading resources
Comprehension Evidence-base6
Effective teachers know that comprehension is the ultimate goal of reading instruction, and they are adept at helping students learn to apply appropriate
comprehension strategies as they read. Comprehension involves constructing meaning that is reasonable and accurate by connecting what has been read to
what the reader already knows and thinking about all of this information until it is understood. Comprehension is the final goal of reading instruction.
Good comprehenders do the following things:
They attribute successful comprehension to effort more than to ability. They believe they can understand what they read if they apply the right
comprehension strategies; however, they also believe that achieving this level of understanding requires effort, according to Carr and Borkowski (as
cited in Brown, 2002).
They use a range of comprehension strategies to deepen and enrich their understanding of what they are reading (Pressley, El-Dinary, & Brown,
1992).
They are aware of their own thinking processes, and they make conscious decisions to use different comprehension strategies as they read, especially
when they detect problems in understanding what they are reading (Baker & Brown, 1984).
What these proficient readers have in common is the use of comprehension strategies to help them understand more of what they are reading. The ability to
know when and how to use these strategies is essential to understanding different types of text such as stories, informational text, or poetry. Good readers
apply comprehension strategies without being directed to do so. They have become self-regulated in their use of these strategies.
6 (Learning Point Associates, 2004)
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18 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
What Are Comprehension Strategies?
Comprehension strategies represent many different ways of thinking about what has been read. They can be thought of as thinking strategies. They are ways
of thinking about what has been read that help readers go beyond understanding the surface meaning of the text. A short list of examples of comprehension
strategies includes comprehension monitoring, cooperative learning, using graphic and semantic organizers including story maps, answering questions about
what has been read, having students create their own questions about what they have read, using prior knowledge to connect what they read to what they
already know, and summarizing what they have read.
For children in kindergarten through second grade, comprehension strategies should be presented in very simple terms. For example, story maps are a
fairly complex way to represent a story’s structure graphically. Students who are not yet old enough to create story maps may draw a picture that translates
what they remember and understand from the story into graphic form. By simplifying comprehension strategies, teachers can begin to build younger
students’ thinking skills.
Effective Comprehension Strategies
Strategy Explanation
1. Using Prior
Knowledge.
The important role of background knowledge is cited by Harris and Hodges (1995) when they define reading as a process of
constructing meaning in which the reader connects prior knowledge with new information that is encountered in the text.
2. Generating
Questions.
Skilled readers use questions to focus their attention as they read or to connect what is in the text with their prior knowledge. The
National Reading Panel Report (NICHD, 2000) states that “without training, young readers are not likely to question themselves.
Nor are they likely to use questions spontaneously to make inferences” (p. 4-87). The extent to which teachers explain, model, and
provide practice in generating questions makes a difference in comprehension. Explicit, detailed instruction and sufficient
opportunity for students to practice generating their own questions improves comprehension and the ability to recall what has been
read (Davey & McBride, 1986; Pressley & Woloshyn, 1995).
3. Comprehension
monitoring.
Readers monitor their own comprehension of a text by noticing when they begin to lose the meaning of what they are reading.
When they realize they have lost the meaning, they can then apply one or more “fix-up” strategies such as summarizing what they
have read in their own words, looking back through what they have read, or reading ahead (Taylor & Frye, 1992). Comprehension
monitoring instruction is appropriate for students in second grade and above (NICHD, 2000).
4. Co-operative
learning.
This strategy places students with a partner or in a small group and provides clearly defined tasks that require the active
engagement of each student. In these activities, group members help each other increase their understanding of what has been read
by explaining the material in their own words (Klingner, Vaughn, & Schumm, 1998).
5. Graphic and
semantic
organizers.
Teaching readers to draw visual displays to organize the ideas found in what they are reading helps them remember what they read
and can produce stronger comprehension in subjects such as social studies and science (Armbruster, Anderson, & Meyer, 1991).
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19 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
How Can Comprehension Strategies Be Taught Most Effectively?
Even though modelling a comprehension strategy is an effective approach, it is much more effective to use an explicit explanation along with modelling of
the strategy (Duffy, Roehler, Sivan, Rackliffe, Book, Meloth et al., 1987). Modelling may include a demonstration of how to use the strategy with only a
brief explanation. A more detailed explanation of what is involved in using the strategy is required in order for students to be able to apply it on their own.
Direct explanation is an instructional technique that makes the features of a comprehension strategy explicit and clear. Teachers focus their explanations on
what skilled readers actually do to improve comprehension, and how they determine which strategies to use in a specific situation. The goal is to help
readers understand what skilled readers do in trying to understand what they are reading, and to know when to use a particular strategy. Readers are then
able to select the “right tool for the job” and use it effectively.
How Can Teachers Use Direct Explanation to Help Students Acquire Comprehension Strategies?7
Key Teaching Strategy Explanation
1. It is important that students perceive the
strategy to be taught as something useful.
When students believe they have a real need to learn the strategy and they will benefit from applying
it, their attention and willingness to try out the strategy increase.
2. Immediate opportunities to use the
strategy in an appropriate reading task
are also important.
Waiting until tomorrow’s lesson to apply the strategy that was taught today allows much of the benefit
of direct explanation to fade.
3. Repeat the explanation and modelling of
how to use the strategy within the same
lesson presentation.
Hearing several times how a highly skilled reader uses the strategy allows students to develop a more
complete mental picture of how it works and to pick up the subtleties of the strategy as well as the
broad steps. The explanation should include what problems a skilled reader might face in using the
strategy and how such a reader would resolve them to better understand what has been read.
4. Opportunities to practice should transfer
responsibility to students gradually.
Multiple opportunities to practice a strategy should be accompanied by support and guidance from the
teacher that gradually transfers responsibility for applying the strategy to students. Support should be
readily available while students are just beginning to use a new strategy, but it should lessen as they
gain confidence in using the strategy. This may be structured so the teacher does most of the work in
applying the strategy at first, leaving the simpler steps for students to complete, but students should
gradually do more and more until they are applying the strategy successfully on their own.
5. Assess how well students understand the
content and how well they used the
strategy that was taught.
When students have had a chance to practice the strategy, check their comprehension of the content
and ask them to explain how they used the comprehension strategy to help themselves understand the
content. This helps students understand the importance of the strategy, and it provides a way to give
students feedback on its use.
6. Maintain a focus on the strategy while
teaching the content of the text.
It is helpful that students know and understand they are learning a comprehension strategy and
important content at the same time.
7 Duffy, G. (2002).
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20 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
English Year Level Plans - 2015
Year level plan — Prep 2015 – ENGLISH
Cu
rric
ulu
m i
nte
nt
Year level description
In the Foundation year, students communicate with peers, teachers, known adults, and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.
Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry. ].
Achievement standard
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
Australian Curriculum: English for Prep(F)–10 Version 3.0 www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 28 September 2012].
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21 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Se
qu
en
cin
g t
ea
ch
ing
an
d l
ea
rnin
g
TERM 1 2 3 4
Time allocation: min. 70 hrs
(7 hrs per week)
Time allocation: min. 70 hrs
7 hrs per week)
Time allocation: min. 70 hrs
(7 hrs per week)
Time allocation: min. 70 hrs
(7 hrs per week)
Prep students engage in activities from the five contexts of learning — play, real life situations, investigations, routines and transitions, and focused learning and teaching.
Unit overviews Unit 1: Enjoying our new world
Students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused teaching and learning, play, real-life situations, investigations and routines and transitions.
Unit 2 Enjoying and retelling stories
Students will listen to and engage
with a range of literary and non-
literary texts with a focus on exploring
how language is used to entertain
through retelling events. They
engage in multiple opportunities to
learn about language, literature and
literacy within the five contexts of
learning — focused teaching and
learning, play, real life situations,
investigations and routines and
transitions. Students will sequence
events from a range of texts and
select a favourite story to retell to a
small group of classmates. Students
will prepare for their spoken retelling
by drawing events in sequence and
writing simple sentences.
.
Unit 3: Interacting with others
Students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. Students identify common visual patterns.
They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions.
Students will create and recite a rhyming verse to a familiar audience. They will listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.
Unit 4: Responding to text
Students will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text which includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions.
General capabilities and cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical behaviour
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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22 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Ass
es
sm
en
t Assessment Evidence of student learning to be included in students’ portfolios may include:
observation of students’ learning demonstrations in small group activities
personalised checklists with anecdotal records
artefacts students produce that demonstrate capabilities
images (photographs), recordings (audio, video) of learning and development.
Week Unit 1: Exploring Our New World
Week Unit 2: Enjoying and retelling stories
Week Unit 3: Interacting with others
Week Unit 4: Responding to text
There is no summative
assessment of student
learning in this unit. Monitor
student learning through the
unit.
7-9 Retell a story
Oral
Students demonstrate
comprehension of, and
connection to a familiar story
through retelling events.
3-4
Create and recite a rhyme
Oral
Students listen to and
demonstrate knowledge of
rhyme through written and
spoken communication.
5
Reading and
comprehension
assessment
Students demonstrate
reading accuracy and
respond orally to
comprehension questions.
9-10
Responding to a rhyming
story
Poster/multimodal
presentation
Students clearly
communicate an opinion
about a familiar story and
identify the use of rhyme
within it.
6 Writing and drawing in
response to literature
Students create a letter to a
character from a familiar
story which includes
illustrations.
Ma
kin
g j
ud
gm
en
ts
Fe
ed
bac
k
Consistency of teacher judgments
Teachers discuss evidence of student learning gathered at specified times across the year. These discussions focus on children’s progress towards the Achievement standard for Foundation (Prep) outlined in the Australian Curriculum: English. Teachers determine future teaching and learning strategies for individuals and the cohort.
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23 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Content descriptions for Year Prep English Australian Curriculum: English for Prep (F)–10 Version 3.0
http://www.australiancurriculum.edu.au/English/Curriculum/F-10 [accessed on 28 September 2012].
Review for balance and coverage of Essential Learnings
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Recognise that texts are
created by authors who tell
stories and share experiences
that may be similar or different
to students’ own experiences
(ACELT1575)
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Language for interaction Responding to literature Interacting with others
Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
Respond to texts, identifying
favourite stories, authors and
illustrators (ACELT1577)
Listen to and respond orally to
texts and to the
communication of others in
informal and structured
classroom situations
(ACELY1646)
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Share feelings and thoughts
about the events and
characters in texts
(ACELT1783)
Use interaction skills including
listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
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24 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Text structure and organisation Examining literature Interpreting, analysing, evaluating
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)
Identify some features of texts
including events and characters and retell events from a text (ACELT1578)
Identify some differences
between imaginative and informative texts (ACELY1648)
Understand that some language in written texts is unlike everyday spoken language (ACELA1431)
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)
Read predictable texts,
practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
Replicate the rhythms and
sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Use comprehension strategies
to understand and discuss texts listened to, viewed or read independently (ACELY1650)
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)
Expressing and developing ideas Creating literature Creating texts
Recognise that sentences are key units for expressing ideas (ACELA1435)
Retell familiar literary texts
through performance, use of illustrations and images (ACELT1580)
Create short texts to explore,
record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
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25 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Participate in shared editing of
students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Produce some lower case and
upper case letters using learned letter formations (ACELY1653)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Construct texts using software
including word processing programs (ACELY1654)
Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)
Know how to use onset and rime to spell words (ACELA1438)
Sound and letter knowledge
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
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26 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Year level plan — Year 1 2015 – ENGLISH
Se
qu
en
cin g
tea
ch
i
ng
an d
lea
rni
ng
TERM 1 2 3 4
Cu
rric
ulu
m i
nte
nt
Year level
description In Year 1, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.
].
Achievement
standard By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events.
Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.
Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.
Australian Curriculum: English for Year 1 (F)–10 Version 3.0 www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 27 September 2012].
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27 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Unit overviews Unit 1: Exploring emotion in picture books
Students listen to, read, view and interpret written picture books, including stories from Aboriginal and Torres Strait Islander cultures. They identify emotive content and justify their interpretations of the stories.
Unit 2: Explaining how a story works
Students listen to,
read and view a
range of picture
books in order to
analyse and
explain a familiar
story.
Unit 3: Exploring characters in stories
Students listen to, read, view and interpret spoken, written and multimodal literary texts to identify some features of characters in these texts and to create character descriptions.
Unit 4: Engaging with poetry
Students listen to,
read and view a
variety of poems to
explore sound
patterns and
features of plot,
character and
setting. Students
recite a poem to
the class.
Unit 5: Examining language of communication — questioning
Students listen to, read, view and interpret texts with animal characters to explore how they reflect human qualities. Students create an animal character to be included in a literary text, and discuss their choices in an interview.
Unit 6: Retelling cultural stories
Students listen to,
read, view and
interpret picture
books and stories
from different
cultures. They
write, present and
read a retell of their
favourite story to an
audience of peers.
Unit 7: Creating digital procedural texts
Students listen to, read, view and interpret traditional and digital multimodal texts, to explore the language and text structures of instruction in literary and information contexts. Students create a digital multimodal presentation of a procedure from a literary context.
Unit 8: Creating digital texts
Students listen to, read, view and interpret a range of narrative texts to create a digital innovation on a favourite story. Students present a spoken justification about the choices for their innovation.
General capabilities and cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical behaviour
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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28 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Ass
es
sm
en
t Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio
should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8
Unit 1:
There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.
3 Unit 3: Reading and comprehension
Interview
Students demonstrate reading accuracy, fluency and comprehension of character development, by reading aloud and a reading record being completed.
4 Unit 5: Reading and listening comprehension Short answer questions Students listen to sounds in words from a story. Students comprehend the story ‘Wally the wombat works it out!’.
2 Unit 7: Reading and comprehension Interview Students demonstrate reading accuracy, fluency and understanding of the different purposes of texts.
5 Unit 2: Responses to picture books
Short answer questions
Students comprehend and
respond to picture books,
demonstrating knowledge and
understanding of text purpose,
structure and elements of
imaginative texts such as plot,
character and setting.
5 Unit 3: Create a character
description
Written
Students create a character description using writing and images.
5 Unit 5: Create and present a character
Oral Students create a character and discuss your choices in an interview.
5 Unit 7: Digital Multimodal Procedural Text
Poster/multimodal presentation Students create a digital multimodal procedure, combining and connecting written, visual and spoken elements.
8 Unit 4: Comprehending Poetry Exam/Test Students read, view or listen to a poem and identify language features and vocabulary used in poetry. Recognise literal and implied meaning in poems
10 Unit 6: Retell of a cultural story Poster/multimodal presentation Students write and present a retell of a traditional or cultural story
7 Unit 8: Written innovation
Students complete a written innovation on a story, using persuasive language in an imaginative context
9 Unit 4: Poem Recitation Oral
Students perform a recitation or
reading of a poem for a familiar
audience.
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
29 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
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Consistency of teacher judgments
Teachers collaboratively make judgments about the comprehension of stories to achieve consensus and consistency.
Curriculum leader and teachers collaboratively:
review samples of student responses to the written description
(Unit 3) for consensus and consistency of teacher judgments
Curriculum leaders and teachers review judgments about sample responses to the reading and listening comprehension (Unit 5) to achieve consensus and consistency.
Curriculum leaders and teachers review judgments about sample responses for Unit 7 to achieve consensus and consistency.
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
30 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Content descriptions for Year 1 English Australian Curriculum: English for Year 1 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 27 September 2012].
Review for balance and coverage of content descriptions
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
Unit4
Unit7
Discuss how authors create characters using language and images (ACELT1581)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Respond to texts drawn from a range of cultures and experiences (ACELY1655)
Unit4
Unit5
Unit6
Unit7
Unit8
Language for interaction Responding to literature Interacting with others
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
Unit1
Unit4
Unit5
Unit7
Unit8
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
Unit5
Unit7
Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
Unit4
Unit6
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
31 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Explore different ways of
expressing emotions, including
verbal, visual, body language
and facial expressions
(ACELA1787)
Unit1
Unit4
Unit5
Unit7
Unit8
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
Unit1
Unit4
Unit5
Unit6
Unit8
Text structure and organisation Examining literature Interpreting, analysing, evaluating
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
Unit2
Unit4
Unit5
Unit6
Unit7
Unit8
Understand patterns of repetition and contrast in simple texts (ACELA1448)
Unit2
Unit4
Unit5
Unit6
Unit7
Unit8
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
Unit4
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
32 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 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 (ACELA1450)
Unit4
Unit5
Unit6
Unit7
Unit8
Expressing and developing ideas Creating literature Creating texts
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit2
Unit3
Unit5
Unit6
Unit7
Unit8
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
Unit1
Unit2
Unit3
Unit4
Unit6
Unit7
Unit8
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
Unit3
Unit6
Unit8
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
Unit1
Unit2
Unit3
Unit4
Unit6
Unit7
Unit8
Write using unjoined lower case and upper case letters (ACELY1663)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit4
Unit5
Unit8
Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
Unit3
Unit6
Unit7
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
33 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)
Unit2
Unit4
Unit5
Unit6
Unit7
Unit8
Sound and letter knowledge
Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit7
Unit8
Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends (ACELA1458)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand the variability of sound — letter matches (ACELA1459)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
34 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Year level plan — Year 2 2015 – ENGLISH
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Year level description
In Year 2, students communicate with peers, teachers, students from other classes, and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
Achievement standard
By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.
Australian Curriculum: English for Year 2(F)–10 Version 3.0
www.australiancurriculum.edu.au/English/Curriculum/F-10 [accessed on 28 September 2012].
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35 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
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TERM 1 2 3 4
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Unit overviews Unit 1: Reading, writing and performing poetry
Students read and listen to a range of poems to create an imaginative poetry reconstruction. Students present their poem or rhyme to a familiar audience.
Unit 2:
Stories of families and friends
Students will
explore texts to
analyse how
stories convey a
message about
issues that relate
to families and
friends. Students
will write a
biography about a
character from a
book and present
it in multimodal
digital form.
Unit 3:
Identifying stereotypes
Students read, view and listen to a variety of texts to explore how depictions of characters in print, sound and images create stereotypes. Students identify stereotypical characters in texts and create an alternative character description to present to an audience of peers.
Unit 4:
Responding persuasively to narratives
Students read, view and listen to a variety of literary texts to explore how stereotypes are used to persuade audiences. Students compare how the visual representations of a character are depicted differently in two publications of the same story and write a persuasive response giving reasons for a particular preference.
Unit 5:
Exploring procedural texts
Students listen to,
read and view a
range of literary
imaginative texts
that contain
certain structural
elements and
language features
that reflect an
informative text.
Students create,
rehearse and
present a
procedure in front
of their peers.
Unit 6:
Exploring
informative texts
Students read,
view and listen to
a range of stories
to create an
informative text
about an event in
a literary text.
Unit 7:
Exploring plot and characterisation in stories
Students explore a variety of stories including dreaming stories, pictures books, traditional tales and digital text to explore how stories use plot and characterisation to entertain and engage an audience. Students create a written imaginative event to be added to a familiar narrative with appropriate images that match the text. Students present their written event to their peers.
Unit 8:
Exploring narrative texts
Students read, view and listen to a range of stories from other cultures. They create a written retell of an event in the life of a person or character from one of the stories studied.
General capabilities and cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
36 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability
Ethical behaviour Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Ass
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Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8
4–5 Unit 1:
Playing with verse
Oral
Students create and present a reconstruction of a poem to a familiar audience.
4–5 Unit 3:
Written and spoken
presentation
Written/oral
Students create and present
to an audience of peers an
alternative description of a
stereotypical character.
Unit 5:
There is no summative assessment of student learning in this unit. Monitor student progress and learning through the unit.
3 Unit 7:
Reading comprehension assessment
Students read accurately and respond to comprehension questions with oral responses focusing on literal and inferred meaning.
3 Unit 2: Assessment 1 — Listening comprehension
Short answer questions
Students respond to an oral reading of a story in short answer format.
2 Unit 4:
Reading and
comprehension
Interview
Students demonstrate reading accuracy and respond orally to comprehension questions.
4 Unit 6:
Reading comprehension
Short answer questions
Students write responses
focusing on literal and
inferential meanings in a
selected text.
5 Unit 7:
Written narrative
Students write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text.
4 Unit 2: Assessment 2 — Imaginative biography
Written
Students create a biography about a character from a familiar picture book.
5 Unit 6:
Writing an informative text
Written
Students create an informative text from a narrative text.
Unit 8:
There is no summative assessment of student learning in this unit.
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37 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
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Consistency of teacher judgments
Teachers moderate judgments about poem reconstructions (Unit 1) to achieve consensus and consistency.
Curriculum leader and teachers collaboratively review sample student responses to the reading comprehension for Unit 4 for consensus and consistency of teacher judgments.
Curriculum leaders and teachers review judgments about sample responses to the reading comprehension and written informative text (Unit 6) to achieve consensus and consistency of teacher judgments.
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
38 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Content descriptions for Year 2 English
Australian Curriculum: English for Year 2 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 28 September 2012]
Review for balance and coverage of content descriptions
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
Unit2
Unit3
Unit5
Unit7
Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
Unit2
Unit3
Unit6
Unit7
Unit8
Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Language for interaction Responding to literature Interacting with others
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)
Unit3
Unit5
Unit7
Compare opinions about characters, events and settings in and between texts (ACELT1589)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
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)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
Unit1
Unit3
Unit5
Unit7
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
39 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Text structure and organisation Examining literature Interpreting, analysing, evaluating
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
Unit4
Unit5
Unit6
Unit7
Unit8
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Unit1
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
Unit1
Unit2
Unit3
Unit4
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
40 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Expressing and developing ideas Creating literature Creating texts
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Unit1
Unit2
Unit3
Unit5
Unit6
Unit7
Unit8
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 and purpose (ACELY1671)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit1
Unit2
Unit7
Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit7
Unit8
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
Unit2
Unit5
Unit7
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
41 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)
Unit4
Unit5
Unit7
Unit8
Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
42 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Year level plan — Year 3 2015 – ENGLISH
Cu
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m i
nte
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Year level description
In Years 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions..
Achievement standard
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.
Australian Curriculum: English for Year 3 (F)–10 Version 3.0
www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 28 September 2012].
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43 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
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TERM 1 2 3 4
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Time allocation:
min. 35 hrs
(7 hrs per week)
Unit overviews Unit 1:
Analysing and creating a persuasive text
Students read, view and analyse digital and written persuasive texts. They complete a running record and reading comprehension and write short persuasive texts.
Unit 2:
Investigating characters
Students listen to,
view, read and
explore short
narratives, simple
chapter books or
digital stories to
explore the use of
descriptive
language in the
construction of
character.
Students read an
extract from a
novel and build
literal and inferred
meaning from the
text. They
express a point of
view about the
thoughts, feelings
and actions of the
main characters
in a novel.
Unit 3:
Exploring personal experiences through events
Students read
and listen to
imaginative,
informative and
persuasive texts
to identify the way
authors portray
experiences of an
event. Students
use
comprehension
strategies to build
literal and inferred
meaning about a
literary text.
Students write a
letter to persuade
the school
principal that an
event should be
celebrated at
school.
Unit 4:
Exploring procedure
Students listen to, read and view and analyse informative and literary texts and create a spoken procedure between two characters.
Unit 5:
Examining stories from different perspectives
Students listen to,
view, read and
compare a range
of stories, with a
focus on different
versions of the
same story. They
comprehend
stories and create
spoken retells of
stories from
alternative
perspectives.
Unit 6:
Examining imaginative texts
Students listen to,
read, view and
interpret
imaginative texts
from different
cultures. They
comprehend the
texts and explore
the text structure,
language choices
and visual
language features
used to suit
context, purpose
and audience.
They create a
multimodal
imaginative text.
Unit 7:
Reading, writing and performing poetry
Students listen to and read poetry about different places in Australia. Students create and perform a written poem that includes the use of imagery and sound devices.
Unit 8:
Reading, responding to and writing people’s stories
Students listen to,
read and view
informative and
imaginative texts
set in the past
about people and
their experiences.
They write a letter
to a student in the
future describing
a memorable
event in their life
and their hopes
for the future.
General capabilities and cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability
Ethical behaviour Intercultural understanding
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
44 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability A
ss
es
sm
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Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8
2 Unit 1:
There is no summative assessment of student learning in this unit. Monitor student progress and throughout this unit.
5 Unit 3:
Write a persuasive letter
Written
Students write a persuasive letter to their school principal requesting that celebrating the importance of family is as an annual event in the school calendar.
Unit 5:
There is no summative assessment of student learning in this unit. Monitor student progress and throughout this unit.
5 Unit 7:
Creating and performing a poem
Students write a poem describing a familiar setting in Australia using the structure of a known poem and perform it in front of a familiar audience.
4 Unit 2:
Close reading of an extract
Exam/test
Students identify and explain
author’s use of language
and comprehend literal and
implied meaning in a text
excerpt.
2-3 Unit 4:
Dialogue presentation
Oral
Students create and present a dialogue between two characters from a story, where one character is telling another character how to do something.
4 Unit 6:
Reading Comprehension
Short answer questions
Students comprehend a story drawing on knowledge of context, text structure and language features and to evaluate language and images in the text.
5 Unit 6:
Creating a multimodal text Poster/multimodal
presentation
Students create a multimodal text about overcoming a fear using images and language features.
Unit 8:
There is no summative assessment of student learning in this unit. Monitor student progress and throughout this unit.
5 NAPLAN
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45 Bald Hills State School: English Year level plan P–6 — 2015 (under review – version 01) Education Queensland
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Consistency of teacher judgments
Teachers collaboratively make judgments about the spoken persuasive review (Unit 1) to achieve consensus and consistency.
Curriculum leader and teachers collaboratively:
make judgments about the persuasive letter (Unit 3)
make judgments about the creation and presentation of the
dialogue.
Curriculum leader and teachers review judgments about samples and responses to the reading comprehension and the multimodal narrative (Unit 6) to achieve consensus and consistency of teacher judgments.
Curriculum leader and teachers review student assessment folios for consensus and consistency of judgments for reporting.
Bald Hills State School: English Year level plan P–7 — 2015 Education Queensland
Content descriptions for Year 3 English
Australian Curriculum: English for Year 3(F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 4 December 2012]
Review for balance and coverage of content descriptions
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
Unit7
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
Unit1
Unit2
Unit3
Unit5
Unit7
Unit8
Language for interaction Responding to literature Interacting with others
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)
Unit2
Unit3
Unit4
Unit7
Unit8
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Unit1
Unit2
Unit3
Unit5
Unit7
Unit8
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Unit1
Unit2
Unit3
Unit4
Unit6
Unit7
Unit8
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Unit1
Unit2
Unit3
Unit5
Unit7
Unit8
Develop criteria for establishing personal preferences for literature (ACELT1598)
Unit2
Unit3
Unit4
Unit6
Unit7
Unit8
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)
Unit2
Unit3
Unit4
Unit5
Unit7
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47 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Unit4
Unit5
Unit7
Unit8
Text structure and organisation Examining literature Interpreting, analysing, evaluating
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit2
Unit3
Unit4
Unit5
Unit7
Unit8
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit7
Unit8
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Unit1
Unit3
Unit6
Unit8
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)
Unit5
Unit6
Unit7
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 (ACELY1679)
Unit1
Unit2
Unit3
Unit4
Unit7
Unit8
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
Unit1
Unit8
Use 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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Identify the features of online texts that enhance navigation (ACELA1790)
Unit2
Unit6
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48 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Expressing and developing ideas Creating literature Creating texts
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)
Unit2
Unit3
Unit4
Unit5
Unit7
Unit8
Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Unit2
Unit6
Unit8
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)
Unit1
Unit3
Unit5
Unit6
Unit7
Unit8
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
Unit4
Unit5
Unit7
Unit8
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
Unit1
Unit3
Unit6
Unit7
Unit8
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Unit6
Unit8
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Unit1
Unit2
Unit3
Unit5
Unit8
Use software including word processing programs with growing speed and efficiency to construct and edit texts
featuring visual, print and audio elements (ACELY1685)
Unit6
Unit8
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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49 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Recognise high frequency sight words (ACELA1486)
Unit4
Unit5
Unit6
Unit7
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
50 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Year level plan — Year 4 2015 – ENGLISH
Cu
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Year level description
In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.
Achievement standard
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Australian Curriculum: English for Year 4 (F)–10 Version 3.0
www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 23 September 2012].
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51 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
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TERM 1 2 3 4
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Unit overviews Unit 1:
Investigating author’s language in a familiar narrative
Students read a
narrative and
examine and
analyse the
language features
and techniques
used by the
author. They
create a new
chapter for the
narrative for an
audience of their
peers.
Unit 2:
Examining humour in poetry
Students will
read and listen
to a range of
humorous
poems by
different
authors. They
will identify
structural
features and
poetic language
devices in
humorous
poetry. They will
use this
knowledge to
innovate on
poems and
evaluate the
poems by
expressing
personal
viewpoint using
evidence from
the poem.
Unit 3:
Examining traditional stories from Asia
Students read and
analyse traditional
stories from Asia.
They demonstrate
understanding by
identifying
structural and
language features,
finding literal and
inferring meaning
and explaining the
message or moral
in traditional stories
from Asia. For the
assessment task,
students write a
traditional story
with a moral or
message for a
younger audience.
Unit 4:
Understanding Aboriginal peoples’ and Torres Strait Islander peoples’ stories
Students listen to, read and view information and stories from Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They demonstrate an understanding of the stories by responding in speaking and writing identifying language features, ideas, relationships and messages in the stories. The Holistic Planning and Teaching Framework is used to support the understanding of the stories.
Unit 5:
Exploring recounts set in the past
Students listen to,
read and explore a
variety of historical
texts including
historical and literary
recounts written from
different peoples’
perspectives. There
are two monitoring
tasks: a reading
comprehension and
a spoken
presentation. In the
reading
comprehension task,
students answer
questions about
different historical
texts. In the spoken
presentation,
students will present
an account of events
in the role of a
person who was
around at the time of
January, 1788.
This unit
complements Year 4
History Unit 1.
Unit 6:
Exploring a quest novel
Students read and
analyse a quest
novel. In the first
assessment task,
students post
comments and
respond to others’
comments in a
discussion board
to demonstrate
understanding of
the quest novel. In
the second
assessment task,
students write a
short response
explaining how the
author represents
the main character
in an important
event in the quest
novel.
Unit 7:
Interpreting literary texts
Students listen to, read and view a range of nonfiction and multimodal persuasive product advertisements from different times. They demonstrate understanding of these persuasive texts through written and spoken responses. Students focus on techniques and language features used to persuade the product’s target audience and justify opinions to peers during a panel discussion.
Unit 8:
Designing persuasive texts
Students read and view a range of product packaging. Students demonstrate understanding through written responses to reading and viewing comprehension focusing on persuasive techniques used in breakfast cereal packaging. Students design and promote a breakfast cereal package using persuasive language and visual techniques.
General capabilities and cross-curriculum
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
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52 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
priorities
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical behaviour
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
53 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Ass
es
sm
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t Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio
should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8
4–5 Unit 1:
Write a new chapter
Written
Students create an imaginative new chapter for a book.
5 Unit 3:
Write a traditional story which
includes a lesson or message for
a younger audience
Written
Students write a traditional story which includes a lesson or message for a younger audience.
Unit 5:
There is no summative assessment
in this unit. Monitor student learning
and progress throughout the unit.
4 Unit 7:
Listening and viewing comprehension: Advertisements
Students listen to and view advertisements and answer comprehension questions in writing.
5 Unit 2:
Reading comprehension: Interpret and evaluate a humorous poem
Exam/test
Students will identify structural features and poetic language devices in a humorous poem. They will analyse and evaluate how effective these are in creating a humorous poem.
5 Unit 4:
Informative multimodal presentation about an Aboriginal peoples’ or a Torres Strait Islander peoples’ story
Poster/multimodal presentation
Students create and deliver an informative multimodal presentation about an Aboriginal peoples’ or a Torres Strait Islander peoples’ story
4–5 Unit 6:
Online discussion posts
Written
Students write posts and respond
to others’ posts in an online
discussion board to analyse and
interpret a quest novel.
1 Unit 8:
Reading and viewing comprehension: Persuasive techniques in breakfast cereal packaging
Students demonstrate understanding of the persuasive language and visual techniques used in breakfast cereal packaging.
Unit 6:
Written response
Written
Students explain in writing how the author of a quest novel represents the main character in an important event.
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Consistency of teacher judgments
Teachers review teacher judgments about students’ humorous poems (Unit 2) to achieve consensus and consistency.
Curriculum leader and teachers collaboratively review sample student responses to theInformative multimodal presentation (Unit 4) for consensus and consistency of teacher judgments
Curriculum leader and teachers collaboratively make judgments about the assessment (Unit 6) to achieve consensus and consistency of teacher judgments.
Curriculum leader and teachers collaboratively make judgments about the assessment (Unit 8) to achieve consensus and consistency of teacher judgments.
Content descriptions for Year 4 English Australian Curriculum: English for Year 4 (F)–10 Version 3.0
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
54 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
http://www.australiancurriculum.edu.au/English/Curriculum/F-10 [accessed on 4 December 2012]
Review for balance and coverage of content descriptions
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
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)
Unit3
Unit4
Unit5
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Unit3
Unit4
Unit5
Unit6
Unit7
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
Unit5
Unit7
Language for interaction Responding to literature Interacting with others
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)
Unit6
Unit7
Unit8
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Unit2
Unit3
Unit4
Unit5
Unit6
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)
Unit5
Unit7
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Unit5
Unit6
Unit7
Unit8
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit1
Unit3
Unit4
Unit5
Unit7
Unit8
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Unit1
Unit3
Unit4
Unit5
Unit8
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55 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Text structure and organisation Examining literature Interpreting, analysing, evaluating
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit8
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)
Unit1
Unit5
Unit6
Unit7
Unit8
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Unit2
Unit5
Unit6
Unit7
Unit8
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Unit1
Unit3
Unit4
Unit5
Unit6
Understand, 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)
Unit2
Unit7
Unit8
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)
Unit5
Unit6
Unit7
Unit8
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Unit1
Unit6
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
56 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Expressing and developing ideas Creating literature Creating texts
Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Unit5
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)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Unit5
Create literary texts by developing storylines, characters and settings (ACELT1794)
Unit1
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
Unit1
Unit6
Unit7
Unit8
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Unit1
Unit3
Unit4
Unit5
Unit6
Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Explore 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)
Unit7
Unit8
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)
Unit1
Unit2
Unit3
Unit4
Unit8
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Unit3
Unit4
Unit5
Unit7
Unit8
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57 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit8
Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
Unit6
Unit8
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
58 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Year level plan — Year 5 2015 – ENGLISH
Cu
rric
ulu
m i
nte
nt
Year level description
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction, and dramatic performances.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.
Achievement standard
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence
interpretations of characters, settings and events.
They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.
Australian Curriculum: English for Year 5 (F)–10 Version 3.0 www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 2 October 2012].
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
59 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Se
qu
en
cin
g t
ea
ch
ing
an
d l
ea
rnin
g
TERM 1 2 3 4
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Unit overviews Unit 1:
Examining literary texts - fantasy novel
Students listen to, read and interpret a novel from the fantasy genre showing understanding of character development in relation to plot and setting. They demonstrate the ability to analyse the development of a main character through a written response.
Unit 2:
Creating fantasy
characters
Students continue to read and interpret a novel from the fantasy genre showing understanding of character development. In role as the author, they deliver a spoken presentation to explain the text structures and language features used to create one ‘good’ character and one ‘evil’ character.
Unit 3:
Examining media texts
Students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts. Students apply comprehension strategies, focusing on particular viewpoints portrayed in a range of media texts. They create a digital multimodal feature article, including written and visual elements, from a particular viewpoint.
Unit 4:
Examining characters in animated film
Students listen to, read, view and interpret a range of animations including film and digital texts. Students present a point of view about personal conflict and ethical dilemmas faced by fantasy characters through a panel discussion. They produce an animated story exploring a character’s behaviour when faced with an ethical dilemma.
Unit 5:
Appreciating poetry
Students listen to,
read and view a
range of poetry,
songs, anthems
and odes from
different times, to
create a folio of
responses
analysing
authors’ use of
language and its
impact on the
message and
ideas of text.
Unit 6:
Responding to poetry
Students listen to,
read and view a
range of poetry,
including
narrative poems,
to create a
transformation of
a narrative poem
to a digital
multimodal
narrative.
Unit 7:
Exploring narrative through novels and film
Students listen to, read and view films and novels with a range of characters involving flashbacks or shifts in time. They create a written comparison of a novel and the film version of the novel. They demonstrate understanding of positioning of characters in a chosen film through a viewing
comprehension.
Unit 8:
Reviewing narrative film
Students listen to and view narrative films and spoken, written and digital film reviews to create a written film review of a chosen film. Students express and justify opinions about the film during a panel discussion.
General capabilities and cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
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60 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability
Ethical behaviour Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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61 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Content descriptions for Year 5 English
Ass
es
sm
en
t
Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8
Unit 1:
There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.
3 Unit 3:
Comprehend a feature article
Exam/Test
Students interpret and analyse
information from a feature article.
Unit 5:
There is no summative assessment of student learning in this unit. Monitor student progress and
throughout this unit.
5 Unit 7: Written comparison
Students write a written comparison of the novel Storm Boy and the film
version of the novel.
4-5 Unit 2: Spoken presentation
Oral Students will adopt the role of an author, to explain to an audience how their choice of text structures and language features create contrasting fantasy characters.
4–5 Unit 3:
Create a multimodal feature article
Poster/multimodal presentation
Students select information and create a multimodal feature article that presents a particular point of view about an issue.
3–5 Unit 6: Digital multimodal narrative
Poster/multimodal presentation
Students write a digital multimodal narrative that includes ideas from the poem ‘Fur and Feathers’ by A.B Paterson.
Unit 8:
There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit.
4–5 Unit 4: Short story animation
Multimedia
Students create a short story animation that focuses on two main characters’ behaviours when faced with an ethical dilemma. Engage viewers through a combination of visual images, spoken and written text, music and sound effects.
5 NAPLAN
Ma
kin
g
jud
gm
en
ts
Fe
ed
bac
k
Consistency of teacher judgments
Curriculum leader and teachers review teacher judgments about students’ spoken presentation (Unit 2) to achieve consensus and consistency.
Curriculum leader and teachers review teacher judgments about the multimodal transformation of a narrative poem (Unit 6) to achieve consensus and consistency of teacher judgments.
Curriculum leader and teachers review teacher judgments about student responses to the written comparison of a novel and film (Unit 7) for consensus and consistency.
Bald Hills State School D:\mtayl70\My Documents\2015_BHSS_CurriculumAdmin\2014_BHSS_OverviewsTimetables\_English_2014\2015_BHSS_English_YearLevelPlan_YearsP-6_v01.docx
62 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Australian Curriculum: English for Year 5 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 4 December 2012]
Review for balance and coverage of content descriptions
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
Unit3
Unit5
Unit6
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
Unit4
Unit5
Unit6
Unit7
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
Unit1
Unit3
Unit5
Unit6
Unit7
Unit8
Language for interaction Responding to literature Interacting with others
Understand that patterns of
language interaction vary
across social contexts and
types of texts and that they help
to signal social roles and
relationships (ACELA1501)
Unit3
Unit8
Present a point of view about
particular literary texts using
appropriate metalanguage,
and reflecting on the
viewpoints of others
(ACELT1609)
Unit1
Unit4
Unit5
Unit6
Unit7
Unit8
larify understanding of content
as it unfolds in formal and
informal situations, connecting
ideas to students’ own
experiences and present and
justify a point of view
(ACELY1699)
Unit4
Unit7
Unit8
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
Unit1
Unit3
Unit4
Unit5
Unit7
Unit8
Use metalanguage to
describe the effects of ideas,
text structures and language
features on particular
audiences (ACELT1795)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
Unit5
Unit6
Unit7
Unit8
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
Unit2
Unit4
Unit8
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63 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Text structure and organisation Examining literature Interpreting, analysing, evaluating
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Recognise that ideas in
literary texts can be conveyed
from different viewpoints,
which can lead to different
kinds of interpretations and
responses (ACELT1610)
Unit2
Unit5
Unit6
Unit7
Unit8
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand that the starting
point of a sentence gives
prominence to the message in
the text and allows for
prediction of how the text will
unfold (ACELA1505)
Unit1
Unit2
Unit3
Unit5
Unit6
Unit7
Unit8
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
Unit1
Unit5
Unit6
Unit7
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Unit2
Unit3
Unit4
Unit7
Unit8
Understand how the
grammatical category of
possessives is signalled
through apostrophes and how
to use apostrophes with
common and proper nouns
(ACELA1506)
Unit3
Unit4
Unit5
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Investigate how the
organisation of texts into
chapters, headings,
subheadings, home pages and
sub pages for online texts and
according to chronology or topic
can be used to predict content
and assist navigation
(ACELA1797)
Unit6
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64 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Expressing and developing ideas Creating literature Creating texts
Understand the difference
between main and subordinate
clauses and that a complex
sentence involves at least one
subordinate clause
(ACELA1507)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Create literary texts using
realistic and fantasy settings
and characters that draw on
the worlds represented in
texts students have
experienced (ACELT1612)
Unit4
Unit5
Unit6
Plan, draft and publish
imaginative, informative and
persuasive print and
multimodal texts, choosing
text structures, language
features, images and sound
appropriate to purpose and
audience (ACELY1704)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand how noun
groups/phrases and adjective
groups/phrases can be
expanded in a variety of ways to
provide a fuller description of
the person, place, thing or idea
(ACELA1508)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Create literary texts that
experiment with structures,
ideas and stylistic features of
selected authors
(ACELT1798)
Unit6
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
Unit3
Unit5
Unit7
Unit8
Explain sequences of images in
print texts and compare these to
the ways hyperlinked digital
texts are organised, explaining
their effect on viewers’
interpretations (ACELA1511)
Unit4
Unit6
Unit7
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand the use of
vocabulary to express greater
precision of meaning, and know
that words can have different
meanings in different contexts
(ACELA1512)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513)
Unit1
Unit2
Unit3
Unit4
Unit6
Unit7
Unit8
Recognise uncommon plurals, for example ‘foci’ (ACELA1514)
Unit8
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65 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Year level plan — Year 6 2015 – ENGLISH
Se
qu
en
cin g
tea
ch
i
ng
an d
lea
rni
ng
TERM 1 2 3 4
Cu
rric
ulu
m i
nte
nt
Year level description
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.
Achievement standard
By the end of Year 6 students explore connections between their own experiences and those of characters in a variety of contexts in literature. In discussion and in writing they share key characteristics of texts by different authors, and the variations in ways authors represent ideas, characters and events. They analyse and explain how specific structures, language features, and simple literary devices contribute to the main purposes of texts and their effects on readers and viewers.
They identify and record key points to clarify meaning, and distinguish between relevant and irrelevant supporting detail. They listen to and respond constructively to others’ opinions by offering alternative viewpoints and information. They select relevant evidence from texts to support personal responses and to develop reasoned viewpoints. They compare and accurately summarise information on a particular topic from different texts, and make well-supported generalisations about the topic.
Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They organise longer written texts by using paragraphs on particular aspects of the topic. They clarify and explain how choices of language and literary features were designed to influence the meaning communicated in their texts. They plan and deliver presentations, considering the needs and interests of intended audiences and purposes. They collaborate with others to share and evaluate ideas and opinions, and to develop different points of view. They discuss and compare personal opinions about literary texts, and respond constructively to others’ opinions.
Australian Curriculum: English for Year 6 (F)–10 Version 3.0 www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 2 October 2012].
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66 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Time allocation:
min. 30 hrs
(6 hrs per week)
Unit overviews Unit 1:
Short stories
Students listen to
and read a range of
short stories by
different authors.
They investigate
and compare
similarities and
differences in the
ways authors use
text structure,
language features
and strategies to
create humorous
effects. Students
complete a
comprehension
task about a
particular short
story and other
short stories they
have read.
Unit 2:
Writing a short story
Students read and view short stories, and write a short story about a character who faces a conflict. Students will also reflect on the writing process when making and explaining editorial choices.
Unit 3:
Examining advertising in the media
Students read, view and listen to advertisements in print and digital media. They understand how text features and language combine to persuasive effect. They demonstrate their understanding of advertising texts’ persuasive features through written responses to comprehension questions, the creation of their own digital multimodal advertisement and an explanation of creative choices.
Unit 4:
Exploring news reports in the media
Students listen
to, read and view
a variety of news
reports from
television, radio
and internet.
Students identify
and analyse bias
and the
effectiveness of
language
devices that
represent ideas
and events and
influence an
audience. They
create an
analytical
response to a
news report.
Unit 5:
Interpreting literary texts
Students listen to,
read and view
extracts from
literary texts set
in earlier times.
They
demonstrate their
understanding of
how the events
and characters
are created within
historical
contexts. They
create a literary
text that
establishes time
and place for the
reader and
explores personal
experiences.
Unit 6:
Exploring literary texts by the same author
Students listen to
and read novels
by the same
author to identify
language choices
and author
strategies used to
influence the
reader. They will
compare two
novels by the
same author to
identify aspects of
author style.
Students will
prepare a
response
analysing author
style in the novel,
and participate in
a panel
discussion.
Unit 7:
Comparing texts
Students listen to, read, view and analyse literary and informative texts on the same topic. They identify the author’s message and compare the effects of language, structural and visual features on the audience. They compare selected texts persuading others to a particular point of view during a debate.
Unit 8:
Transforming a text
Students read and compare literary and informative texts such as websites or information books that deal with a sustainability issue. Students transform an informative text into a literary text for younger audiences.
General capabilities and cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Key to general
capabilities and cross-curriculum priorities
Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability
Ethical behaviour Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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67 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Ass
es
sm
en
t Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The
folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Week Units 1 and 2 Week Units 3 and 4 Week Units 5 and 6 Week Units 7 and 8
Unit 1:
There is no summative
assessment in this unit.
Monitor student learning
and progress throughout
the unit.
3 Unit 3:
Reading comprehension
Exam/Test
Students view, read and
comprehend two advertisements
about tourist destinations. They
analyse and interpret the way
language features and text
structures combine for persuasive
effect and make comparisons
between the two texts. They
answer questions in multiple choice
and short answer format.
6 Unit 5:
Letter to the Future
Written
Students write a letter to a
student at your school in the
future to evoke a sense of
time and place.
5 Unit 7:
Debate
Students present a convincing argument in a debate.
4–5 Unit 2:
Short story Written
Students:
write a short story about a character that faces a conflict.
reflect on the writing process and editorial choices.
4–5
Unit 3:
Multimodal advertisement
Poster/Multi-modal presentation
Students plan and create a multimodal advertisement to persuade viewers to promote a holiday destination.
6 Unit 6:
Panel discussion
Oral
Students participate in a
panel discussion to analyse
and evaluate the style of an
individual author.
3–5 Unit 8:
Transforming a text
Students transform an informative text about a sustainability issue into a literary text.
4–5 Unit 4:
Analytical response to a news report
Written
Students will create an analytical response that examines and evaluates the language features that represent ideas and events and influence an audience in a news report.
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Ma
kin
g
jud
gm
en
ts
Fe
ed
bac
k Consistency of
teacher judgments To achieve consensus and consistency, curriculum leader and teachers review teacher judgments about the short story (Unit 2).
Curriculum leader and teachers collaboratively review sample student responses to the reading comprehension (Unit 3).
Teachers collaboratively review student folios to achieve consensus and consistency of teacher judgments.
Curriculum leader and teachers review teacher judgments about student responses to the multimodal transformation (Unit 8) for consensus and consistency.
Content descriptions for Year 6 English Australian Curriculum: English for Year 6 (F)–10 Version 3.0 http://www.australiancurriculum.edu.au/English/Curriculum/F-10
[accessed on 4 December 2012]
Review for balance and coverage of content descriptions
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Language variation and change Literature and context Texts in context
Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)
Unit5
Unit6
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
Unit1
Unit2
Unit5
Unit6
Unit7
Unit8
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
Unit3
Unit4
Unit7
Unit8
Language for interaction Responding to literature Interacting with others
Understand that strategies for
interaction become more
complex and demanding as
levels of formality and social
distance increase (ACELA1516)
Unit5
Unit6
Unit7
Unit8
Analyse and evaluate
similarities and differences in
texts on similar topics, themes
or plots (ACELT1614)
Unit1
Unit2
Unit3
Unit7
Unit8
Participate in and contribute to
discussions, clarifying and
interrogating ideas,
developing and supporting
arguments, sharing and
evaluating information,
experiences and opinions
(ACELY1709)
Unit4
Unit5
Unit6
Unit7
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69 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Understand the uses of
objective and subjective
language and bias
(ACELA1517)
Unit4
Unit5
Unit6
Unit7
Identify and explain how
choices in language, for
example modality, emphasis,
repetition and metaphor,
influence personal response
to different texts (ACELT1615)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
Unit7
Unit8
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)
Text structure and organisation Examining literature Interpreting, analysing, evaluating
Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Unit1
Unit2
Unit3
Unit7
Unit8
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)
Unit2
Unit7
Unit8
Analyse how text structures
and language features work
together to meet the purpose
of a text (ACELY1711)
Unit1
Unit2
Unit3
Unit4
Unit7
Unit8
Understand that cohesive links
can be made in texts by
omitting or replacing words
(ACELA1520)
Unit2
Unit3
Unit4
Unit7
Unit8
Identify the relationship
between words, sounds,
imagery and language
patterns in narratives and
poetry such as ballads,
limericks and free verse
(ACELT1617)
Unit8
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)
Unit4
Unit5
Unit6
Unit7
Unit8
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70 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Understand the uses of
commas to separate clauses
(ACELA1521)
Unit2
Unit4
Unit5
Unit6
Unit7
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Unit1
Unit2
Unit3
Unit4
Unit7
Unit8
Analyse strategies authors use to influence readers (ACELY1801)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Expressing and developing ideas Creating literature Creating texts
Investigate how complex
sentences can be used in a
variety of ways to elaborate,
extend and explain ideas
(ACELA1522)
Unit1
Unit2
Unit4
Unit7
Unit8
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
Unit2
Unit3
Unit8
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Understand how ideas can be
expanded and sharpened
through careful choice of verbs,
elaborated tenses and a range
of adverb groups/phrases
(ACELA1523)
Unit1
Unit2
Unit4
Unit5
Unit6
Unit7
Unit8
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)
Unit2
Unit3
Unit5
Unit6
Unit8
Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
Unit2
Unit3
Unit7
Unit8
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)
Unit4
Unit7
Unit8
Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)
Unit1
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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71 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
Language Term 1
Term 2
Term 3
Term 4
Literature Term 1
Term 2
Term 3
Term 4
Literacy Term 1
Term 2
Term 3
Term 4
Investigate how vocabulary
choices, including evaluative
language can express shades
of meaning, feeling and opinion
(ACELA1525)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
Unit2
Unit3
Unit4
Unit5
Unit6
Unit8
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)
Unit1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
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Bibliography
Baker, S., Simmons, D., & Kameenui, E. (1995). Vocabulary acquisition: Synthesis of the research. Retrieved April 1, 2004, from
http://idea.uoregon.edu/~ncite/documents/techrep/tech13.html
Beck, I., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of
Educational Psychology, 74(4), 506– 521.
Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.
Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. Elementary School Journal,
96(4), 415–422.
Brown, R. (2002). Straddling two worlds: Self-directed comprehension instruction for middle schoolers. In C. C. Block & M. Pressley (Eds.),
Comprehension instruction: Research-based best practices. (339). New York: Guilford Press.
Carver, R., & Liebert, R. (1995). The effect of reading library books in different levels of difficulty on gains in reading ability. Reading Research Quarterly,
30(1), 26–48.
Chall, J. (1967). Learning to read: The great debate. New York: McGraw Hill.
Davey, B., & McBride, S. (1986) Effects of questions-generation on reading comprehension. Journal of Educational Psychology, 78(4), 256–262. Foorman,
B., Francis D., Fletcher, J., Schatschneider, C., and Mehta, P., (1998). The role of instruction in learning to read: preventing reading failure in at-risk
children. Journal of Educational Psychology, 90(1), 37-55.
Duffy, G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best
practices (pp. 28–41). New York: Guilford Press.
Learning Point Associates, (2004). A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Bases
Reading Research for Teachers. Naperville, Il www.learningpoint.org
McKeown, M., Beck, I., Omanson, R., & Pople, M. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of
words. Reading Research Quarterly, 20(5), 522–535.
Nagy, W., & Scott, J. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol. 3. (pp.
269–284). Mahwah, NJ: Erlbaum.
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73 Bald Hills State School: English Year level plan P–7 — 2015 Education Queenslan
National Institute of Child Health and Human Development, (2000). Report of the National Teaching Panel. Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups (NIH publication Number
00-4754). Washington, DC: US Government Printing Office.
Pinnell, G., Pikulski, J., Wixson, K., Campbell, J., Gough, P., & Beatty, A. (1995). Listening to children read aloud. Washington, DC: Office of Educational
Research and Improvement, U.S. Department of Education.
Pressley M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline
Books.
Stallings, J. (1980). Allocated academic learning time revisited, or beyond time on task. Educational Researcher, 8(11), 11–16.
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Appendix A – Reading Level Correlation Matrix
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Appendix B – Exemplar Tier 2 Vocabulary List – S.T.R.I.V.E
Abominations sources of utter disgust or intense dislike; hateful, disgusting actions.
Acquiesce to agree or express agreement
Aghast (adj.) filled with amazement, disgust, fear, or terror
Allegiance Loyalty
Anarchy absence of governing body; state of disorder.
Anonymity To be without a name, anonymous.
Antagonists adversaries; opponents.
Antiquity the quality of being ancient; ancient times
Ascertain to find out, as through investigation or experimentation.
Audible Can be heard.
Avidly Enthusiastic, zealous.
Base Simple, basic.
Bemused confused; lost in thought; preoccupied.
Blasphemy Disrespectful using God's (or anything concidered sacred's) name.
Blighted damaged; destroyed; ruined
Calamity Chaotic or disaster.
Calumny a false and malicious accusation, slander(speak untruthfully of someone.)
Campaign a series of actions intended to accomplish a goal
Careen move sideways or in an unsteady way
Collective done by or characteristic of individuals acting together
Condemnation To judge or disaprove.
Conjured Summoned by oath or spell, to make appear.
Contemplation To think about something.
Contemptuous Arrogant , showing or feeling that something is worthless or lacks respect, feeling hatred; scornful
Contentious Argumenative
Daft Senseless or stupid.
Diabolism dealings with the Devil or devils, as by sorcery or witchcraft.
Disconsolate sad beyond comforting
Ecstatic joyous; extremely happy.
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Effrontery Lies
Endeavor a serious attempt or effort
Evade escape, either physically or mentally.
Faction a group or clique within a larger group, party, or government.
Fraud Fake, or a poser.
Futilely Ineffectually, uselessly
Gamut a complete extent or range: "a face that expressed a gamut of emotions"
Hypocrites people who pretend to be something they are not or who say one thing and do another.
Incessantly constantly; continually; ad nauseum
Indignant Frustrated or annoyed., filled with resentment or anger over something unjust, unworthy, or mean
Ineptly Cant do something., ineffectually; clumsily
Inert unable to move or to resist motion.
Langour lack of physical or mental energy
Lechery Sexual behavior.
Lest in case, unless
Licentious amoral; lewd and lascivious; unrestrained (sexually).
Manifest Obvious, reveal its presence or make an appearance
Menacingly Threatning or attempting to harm.
Misogyny hatred of women
Mortal (n.) a being that must eventually die; (adj.) of or relating to such a being; causing death, fatal; possible, conceivable
Pallor To become pale because you're scared.
Partisan devoted to a cause or party.
Perplexed Confused
Pious deeply religious
Precariously insecurely; in a dangerous or unstable way
Pretense Pretending
Privation act of depriving someone of food or money or rights
Prodigious (adj.) immense; extraordinary in bulk, size, or degree.
Propitiation act of pacifying or appeasing, win good will.
Providence Forseeing a care from god.
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Quail cower; shrink back in fear; lose heart.
Qualm Questioning your conscience., (n.) a pang of conscience, uneasiness, misgiving, or doubt
Reconciliation the act of agreement after a quarrel, the resolution of a dispute
Reiterate to say, state, or perform again
Remorselessly Without regret.
Sarcastical Ironic, biting
Serene calm, peaceful
Stoic someone who is seemingly indifferent to emotions
Tainted Contaminated, harmful or bad.
Transfixed Physically motionless.
Triumverate a ruling body of three persons
Tyranny a form of government in which the ruler is an absolute dictator (not restricted by a constitution or laws or opposition etc.)
Ubiquitious being or seeming to be everywhere