Reading Level SPEAKING AND LISTENING 1 - Macmillan · PDF file ... – Connect Foundation...
Transcript of Reading Level SPEAKING AND LISTENING 1 - Macmillan · PDF file ... – Connect Foundation...
www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
■■ New South Wales Syllabus Correlations for Springboard Connect Series – Connect Foundation Level: Early Stage 1
SPEAKING AND LISTENING 1Reading Level
1 2 3 4 5 6 7 8
ENe-1AStudents communicate with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
Develop and apply contextual knowledge
The supporting activities in the Teacher Guide:
• provide opportunities for students to communicate effectively in pairs and groups using agreed interpersonal conventions, active listening,
appropriate language, and taking turns l l l l l l l l
Understand and apply knowledge of language forms and features
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The suggested speaking and listening activities in the Teacher Guide and the Literature and print and digital books provide the perfect vehicle to:
• introduce some language features of familiar spoken texts in classroom interactions
• provide opportunities for students to communicate appropriately and effectively within the classroom using agreed conventions, eg staying
on topic, asking for and offering assistance
• introduce and reinforce how and, but and then link ideas in spoken texts
• introduce noun to pronoun matches in spoken text, eg My brother has a pet. He feeds his pet.
• provide opportunities to replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures
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Respond to and compose texts
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The Listening Post and speaking and listening activities in the Teacher Guide include a wealth of discussion experiences that provide opportunities for students to:
• develop and apply their interaction skills including listening while others speak, using appropriate voice levels, articulation and body
language, gestures and eye contact
• listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
• describe an object of interest to the class, eg toy, pet
• express a point of view about texts read and/or viewed
• respond to simple questions either verbally or non-verbally
• contribute appropriately to class discussions
• use questions and statements appropriately in class discussions
• use correct intonation when asking questions and making statements
• carry out instructions involving one step
• understand simple classroom routines
• engage with and respond to a range of oral and aural texts for enjoyment and pleasure
• respond to the shared reading of texts for enjoyment and pleasure
• retell familiar stories, including in home language
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
WRITING AND REPRESENTING 1Reading Level
1 2 3 4 5 6 7 8
ENe-2A Students compose simple texts to convey an idea or message
Develop and apply contextual knowledge
The Teacher Guide provides opportunities for students to:
• draw on their experience of language and texts and begin to understand that writing and representing can be used to convey an idea or
message
• share writing with others for enjoyment
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Understand and apply knowledge of language forms and features
ACELA1758• develops students’ understanding 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 l l l l l l l l
Respond to and compose texts
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The Teacher Guide provides opportunities to:
• assist students to create short texts that explore, record and report ideas and events using familiar words and beginning writing knowledge
• introduce and reinforce the high-frequency and sight words that are introduced in books and in students’ writing
• allow students to compose texts using some sight words and known words
• allow students to compose texts on familiar topics or stories they have read, using pictures and graphics to support their choice of words
• build knowledge of grammatical conventions so students can participate in shared editing of their own texts for meaning, spelling, capital
letters and full stops
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 1Reading Level
1 2 3 4 5 6 7 8
ENe-4A Students demonstrate developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
Develop and apply contextual knowledge
The Literature and student books provide the perfect vehicle to:
• provide experiences that allow students to identify unfamiliar words and attempt to use experience and context to work out word meanings
• include opportunities for students to identify and compare similar ideas, characters and settings in texts
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Understand and apply knowledge of language forms and features
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The Literature and student books provide the perfect vehicle to:
• develop students’ understanding about print and screen, including how books, and simple digital texts work, and know some features of print,
for example directionality
• introduce students to basic book conventions, eg opening and holding books correctly, turning pages
• develop understanding about direction of print, return sweeps and spaces between words
• create opportunities for students to learn about sentence structure in imaginative and informative texts and understand its meaning
• build students’ alphabet knowledge so they can recognise the letters of the alphabet and know there are lower and upper case letters
• provide opportunities to build students’ knowledge of grammatical patterns when reading to assist in making meaning, eg locating words that
tell who, what, when or where in texts
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Develop and apply phonemic knowledge
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The Literature and print and digital student books create opportunities for students to:
• join in rhymes and chants
• understand that spoken words are made up of sounds
• recognise rhymes, syllables and sounds (phonemes) in spoken words
• consistently identify words that start with the same initial sound
• segment words into onset and rime
• identify the beginning and end sounds of words
• orally blend two or three sounds to make a word
• segment simple spoken words into separate sounds
• identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 1 continuedReading Level
1 2 3 4 5 6 7 8
Develop and apply graphological, phonological, syntactic and semantic knowledge
The activities included in the ‘Sound and letter knowledge’ section of the Teacher Guide and inside back cover of the student books provide learning opportunities that assist students to:
• recognise high-frequency words, including their own names
• read and understand some sight words in simple, predictable texts
• identify most of the sounds and name all letters in a given word
• use phonological strategies when reading, including letter–sound relationships
• use knowledge of letters and sounds to decode words, including those in initial, final and medial positions
• manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset
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Respond to, read and view texts
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The Literature, print and digital student books provide teaching opportunities to build students’ abilities to:
• read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic,
grammatical and phonic knowledge
• use comprehension strategies to understand and discuss texts listened to, viewed or read independently
• predict meaning using elements of texts prior to reading
• read one or more sentences correctly and for meaning in environmental/print texts
• identify literal meanings presented in texts, eg character, setting and events
• make connections between a text and own life
• interpret meaning by responding to an inferential question
• retell a familiar story in sequence and identify the main idea
• create visuals that reflect character, setting and events
• use context to predict meaning in written texts to supplement decoding attempts
• make acceptable substitutions when reading simple texts
• begin to use self-correction strategies, eg rereading, pausing, using picture cues and semantic and syntactic skills, to make meaning from print
and non-print texts
• use with increasing awareness appropriate reading behaviours, eg pitch, intonation and fluency
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
SPELLINGReading Level
1 2 3 4 5 6 7 8
ENe-5AStudents demonstrate developing skills in using letters, simple sound blends and some sight words to represent known words when spelling
Understand and apply knowledge of language forms and features
The Teacher Guide includes teacher-directed and independent activities that develop students’ abilities to:
• spell unknown words phonetically with closer approximations
• identify patterns in words leading to the identification of word families
• use and write beginning and ending sounds of spoken words
• know that letters are used to represent sounds when writing words
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Respond to and compose texts
The Teacher Guide includes teacher-directed and independent activities that develop students’ abilities and confidence to:
• attempt to spell unknown words using simple strategies, eg segmenting
• spell some common words accurately in their own writing
• vocalise or subvocalise words when trying to write them
• use plural form when spelling some words
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
SPEAKING AND LISTENING 2Reading Level
1 2 3 4 5 6 7 8
ENe-6B Students recognise that there are different kinds of spoken texts with specific language features and show an emerging awareness of some purposes for spoken language
Develop and apply contextual knowledge
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The Literature, student print and digital books and related worksheets provide students with multiple opportunities to:
• recognise that there are different ways of using spoken language to communicate
• demonstrate a developing understanding of language used at school and expectations for using spoken language according to audience and
purpose
• understand that language can be used to explore ways of expressing needs, likes and dislikes
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Understand and apply knowledge of language forms and features
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The Literature, student print and digital books can be used to assist students to:
• begin to identify some language features of familiar spoken texts
• identify the difference between a question and a statement
• understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
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Respond to and compose texts
The Listening Post worksheets and Literature books provide students with simple oral discussions and opportunities to:
• make simple requests using appropriate word order
• recognise and interpret a simple instruction from teachers and peers
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
WRITING AND REPRESENTING 2READING LEVEL
1 2 3 4 5 6 7 8
ENe-7B Students recognise some different purposes for writing and that their own texts differ in various ways
Develop and apply contextual knowledge
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The writing activities in the Teacher Guide and student worksheets provide opportunities for students to:
• discuss the possible audiences of imaginative and informative texts
• 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
• discuss the different purposes of drawing and writing in simple texts
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Understand and apply knowledge of language forms and features
ACELY1648The writing activities in the Teacher Guide and student worksheets provide opportunities for students to:
• identify some differences between imaginative and informative texts
• identify that imaginative texts are about ‘characters’ that are represented by nouns and noun groups
• demonstrate an awareness of written forms of communication, including labels, symbols, emails, letters and photographs
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Respond to and compose texts
The writing activities in the Teacher Guide and student worksheets provide opportunities for students to:
• compose texts for known audience, eg self, class, other classes, parents
• compose texts using drawings and other visual media to create meaning
• reread own texts with peers and known adults and explain the purpose for the writing
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 2READING LEVEL
1 2 3 4 5 6 7 8
ENe-8BStudents demonstrate emerging skills and knowledge of texts to read and view, and show developing awareness of purpose, audience and subject matter
Develop and apply contextual knowledge
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The wide range of genre covered across the fiction and non-fiction print and digital books and related writing activities in the Teacher Guide and worksheets develop students’ abilities to:
• recognise that there are different kinds of imaginative and informative texts for enjoyment and finding information
• identify some familiar texts and the contexts in which they are used
• recognise parts of print and digital texts, eg front and back covers, title and author, layout and navigation
• recognise key differences between imaginative and informative texts
• identify some purposes of simple and imaginative texts
• identify the intended audience for a particular text and give reasons
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Understand and apply knowledge of language forms and features
ACELA1786ACELT1578
The Teacher Guide and worksheets provide a range of learning activities that assist students to:
• distinguish print from drawings
• understand that words can be spoken or written
• recognise that words and pictures have meaning and that words can be read aloud
• explore the different contribution of words and images to meaning in stories and informative texts
• identify some features of texts including events and characters and retell events from a text
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Respond to, read and view texts
The well-designed and engaging print and digital books and Teacher Guide provide opportunities for students to:
• engage in shared stories and join in shared book activities on familiar and imaginary books
• explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, eg ‘Once upon a time’,
the Dreaming
• interpret pictures with labels, environmental print logos and other visual images
• select simple print, visual and/or digital texts to read independently for enjoyment and pleasure
• discuss familiar written and visual texts
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
GRAMMAR, PUNCTUATION AND VOCABULARYREADING LEVEL
1 2 3 4 5 6 7 8
ENe-9BStudents demonstrate developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
Develop and apply contextual knowledge
The Teacher Guide includes activities to:
• assist students to begin to understand that grammar, punctuation and vocabulary are needed to achieve the purpose of the text
• enrich students’ vocabulary
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The ‘Language’ section of the Teacher Guide provides activities and learning opportunities for students to:
• recognise that texts are made up of words and groups of words that make meaning
• recognise that sentences are key units for expressing ideas
• identify statements, questions, commands and exclamations and their functions in texts
• experiment with adverbial phrases in structured and guided activities to indicate when, where and how actions occurred, eg last week,
at home
• demonstrate an awareness of nouns, pronouns and conjunctions
• recognise simple pronoun references to maintain meaning
• 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
• identify features of sentence punctuation, eg question marks and exclamation marks, when reading and composing
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Understand and apply knowledge of vocabulary
The strong focus on the development of specific content words in each student book provides the opportunity for students to:
• build their personal vocabulary
• know the meaning of commonly used words
• demonstrate an awareness that some words have multiple meanings
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Respond to and compose texts
The speaking and listening activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide and worksheets provide opportunities for students to:
• compose effective sentences in writing using appropriate word order
• begin to use statements and questions with appropriate punctuation
• attempt to incorporate unfamiliar words in writing
• use a growing vocabulary to describe everyday events and experience
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
THINKING IMAGINATIVELY AND CREATIVELYREADING LEVEL
1 2 3 4 5 6 7 8
ENe-10CStudents think imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
Engage personally with texts
ACELT1577
The well-designed and engaging print and digital books in the series provide effective resources to encourage students to:
• respond to texts, identifying favourite stories, authors and illustrators
• share picture books and digital stories for enjoyment and pleasure
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Develop and apply contextual knowledge
The supporting Literature books and imaginative print and digital books in each level build students’ knowledge that:
• imaginative texts can be composed for a range of audiences and purposes, using a range of media
• they can engage with and appreciate the imaginative use of language through storytelling
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Understand and apply knowledge of language forms and features
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The well-designed Literature and student books provide multiple opportunities to assist students to:
• 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
• discuss creative language features in imaginative texts that can enhance enjoyment, eg illustrations, repetition
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Respond to and compose texts
ACELT1580ACELT1783
The supporting Literature and imaginative print and digital books in each level build students’ understanding that they can:
• use imagination to represent aspects of an experience using written text, drawings and other visual media
• respond to a range of imaginative and creative texts, including visual media
• retell familiar literary texts through performance, use of illustrations and images
• share feelings and thoughts about the events and characters in texts
• discuss intended personal writing topics to form the basis for composing
• communicate the purposes of drawings and other visual media
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
EXPRESSING THEMSELVESREADING LEVEL
1 2 3 4 5 6 7 8
ENe-11D Students respond to and compose simple texts about familiar aspects of the world and their own experiences
Engage personally with texts
• share responses to aspects of a text that relate to their own life
• engage with a variety of simple texts and begin to understand that readers draw on their own knowledge to make meaning and enhance
enjoyment
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Develop and apply contextual knowledge
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The Literature, print and digital books and the Teacher Guide provide multiple opportunities for students to:
• recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own
experiences
• understand that different languages and dialects may be spoken by family, classmates and community
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The Literature, print and digital books and the Teacher Guide provide multiple opportunities for students to:
• understand that language can be used to describe likes and dislikes l l l l l l l l
Respond to and compose texts
The Literature, print and digital books and the Teacher Guide provide multiple opportunities for students to:
• compare and connect own experiences to those depicted in stories
• compose simple written and visual texts that include aspects of home, personal and local community life
• use visual, multimodal and digital processes to represent simple aspects of home and community life
• respond to texts that depict aspects of home and community life, eg short films and digital texts
• respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander communities
• respond to literature and a variety of other texts from a range of storytellers and cultures, using picture books and online sources
• read and discuss stories that reflect students’ social and cultural groups
• begin to recognise points of view in text
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
REFLECTING ON LEARNINGREADING LEVEL
1 2 3 4 5 6 7 8
ENe-12E Students demonstrate awareness of how to reflect on aspects of their own and others’ learning
Develop and apply contextual knowledge
The learning activities in the Teacher Guide along with the Literature books and the student print and digital books provide a rich literacy environment to:
• develop students’ growing understanding of how a rich text environment underpins learning
• help students demonstrate an emerging awareness of criteria to enable the successful completion of tasks
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Understand and apply knowledge of language forms and features
The wide range of discussion opportunities provided in the Listening Post CDs and inside back cover notes in the student books:
• contribute to guided discussions about how people learn to read and write
• encourage students to develop an appreciation for books, and poetry and the importance of narrative
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Respond to and compose texts
The Literature, student books and Listening Post activities provide multiple opportunities for students to:
• discuss what it means to be an active listener
• discuss what it means to be a cooperative group member
• reflect on own reading and discuss the pleasure and challenges of learning to read
• discuss likes and dislikes after reading or listening to a text
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
■■ New South Wales Syllabus Correlations for Springboard Connect Series – Connect Level 1: Stage 1
SPEAKING AND LISTENING 1Reading Level
9 10 11 12 13 14 15 16
EN1-1AStudents communicate with a range of people in informal and guided activities demonstrating interaction skills and consider how their own communication is adjusted in different situations
Develop and apply contextual knowledge
ACELY1666ACELA1444
The speaking and listening activities for the Literature books in the Teacher Guide provide opportunities for students to:
•listenforspecificpurposesandinformation,includinginstructions,andextendstudents’ownandothers’ideasindiscussions
•understandthatlanguageisusedincombinationwithothermeansofcommunication,forexamplefacialexpressionsandgesturestointeract
withothers
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Understand and apply knowledge of language forms and features
ACELA1446
ACELT1592ACELA1787
The Listening Post ‘Time to share and listen to each other’ activities, and the interacting, interpreting, analysing and evaluating sections in the Teacher Guide assist students to:
•understandthattherearedifferentwaysofaskingforinformation,makingoffersandgivingcommands
•useturn-taking,questioningandotherbehavioursrelatedtoclassdiscussions
•identify,reproduceandexperimentwithrhythmic,soundandwordpatternsinpoems,chants,rhymesandsongs
•exploredifferentwaysofexpressingemotions,includingverbal,visual,bodylanguageandfacialexpressions
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Respond to and compose texts
ACELY1656
ACELY1788ACELY1789
The reading session notes in the Teacher Guide provide activities and opportunities to encourage students to:
•communicatewithincreasingconfidenceinarangeofcontexts
•engageinconversationsanddiscussions,usingactivelisteningbehaviours,showinginterest,andcontributingideas,informationand
questions
•describeindetailfamiliarplacesandthings
•userole-playanddramatorepresentfamiliareventsandcharactersintexts
•useintonationtoemphasisetheneedtoseekfurtherclarificationofaquestion
•formulateopenandclosedquestionsappropriatetothecontext
•useacommentoraquestiontoexpandonanideainadiscussion
•usesomepersuasivelanguagetoexpressapointofview
•useinteractionskillsincludinginitiatingtopics,makingpositivestatementsandvoicingdisagreementinanappropriatemanner,speaking
clearlyandvaryingtone,volumeandpaceappropriately
•demonstrateattentivelisteningacrossarangeofschoolcontexts,egassemblies,welcometoandacknowledgementofcountry,andschool
performances
•contributeappropriatelytoclassdiscussions
•carryoutcomplexinstructionsinvolvingmorethanonestep
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
WRITING AND REPRESENTING 1Reading Level
9 10 11 12 13 14 15 16
EN1-2AStudents plan, compose and review a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Understand and apply knowledge of language forms and features
ACELY1661ACELY1671
The ‘Text structure and organisation’ section and additional writing activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide provide multiple opportunities for students to:
•createshortimaginative,informativeandpersuasivetextsusinggrowingknowledgeoftextstructuresandlanguagefeaturesforfamiliarand
somelessfamiliaraudiences,selectingprintandmultimodalelementsappropriatetotheaudienceandpurpose
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Respond to and compose texts
ACELY1662ACELY1672
The ‘Text structure and organisation’ section and additional writing activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide and the related worksheets provide multiple opportunities for students to:
•plan,composeandreviewsimpleimaginative,informativeandpersuasivetextsonfamiliartopics
•composetextssupportedbyvisualinformation(egdiagramsandmaps)onfamiliartopics
•composearangeofwrittenformsofcommunication,includingemails,greetingcardsandletters
•useeffectivestrategiestoplanideasforwriting,egmakingnotes,drawing,usingdiagrams,planningasequenceofeventsorinformation
•drawonpersonalexperienceandtopicknowledgetoexpressopinionsinwriting
•experimentwithpublishingusingdifferentmodesandmediatoenhanceplannedpresentations
•rereadandedittextforspelling,sentence-boundarypunctuationandtextstructure
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 1Reading Level
9 10 11 12 13 14 15 16
EN1-4A Students draw on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Develop and apply contextual knowledge
ACELY1665
The levelled print and digital student books allow students to select a book at their appropriate reading and interest level, enabling them to:
•demonstratehowreaders’self-selectandgetenjoymentfromtextstheyhaveselectedthatreflecttheirpersonalinterests
•discussdifferenttextsonasimilartopic,identifyingsimilaritiesanddifferencesbetweenthetexts
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Understand and apply knowledge of language forms and features
ACELA1468
ACELA1448ACELA1451
The ‘Language’ section of the Teacher Guide and the supporting worksheets provide opportunities to introduce, practice or identify:
•grammaticalpatternstoenhancecomprehension,egactionverbs,wordsorgroupsofwordsthattellwho,what,when,whereandhow
•aclauseasacompletemessageorthoughtexpressedinwords,noun–pronounagreement,conjunctions
•hownounsrepresentpeople,places,thingsandideasandcanbe,forexample,common,proper,concreteorabstract,andhownoungroups/
phrasescanbeexpandedusingarticlesandadjectives
•patternsofrepetitionandcontrastinsimpletexts
•thepartsofasimplesentencethatrepresent‘What’shappening?’,‘Whoorwhatisinvolved?’andthesurroundingcircumstances
•howsentencepunctuationisusedtoenhancemeaningandfluency
•wordfamiliesandwordoriginstounderstandthemeaningofunfamiliarwords,egbasewords,rhymingwordsandsynonyms
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Develop and apply graphological, phonological, syntactic and semantic knowledge
ACELA1458ACELA1459ACELA1474
ACELA1457
Phonological awareness activities are included in the ‘Sound and letter knowledge’ sections of the Teacher Guide. The activities assist students to:
•recognisesound–lettermatchesincludingcommonvowelandconsonantdigraphsandconsonantblends
•understandthevariabilityofsound–lettermatches
•recognisemostsound–lettermatchesincludingsilentletters,vowel/consonantdigraphsandmanylesscommonsound–lettercombinations
•automaticallyrecogniseirregularhigh-frequencywords,eg‘come’and‘are’
•usephonological,graphological,syntacticandsemanticcuestodecodeandmakemeaningfromwrittentexts,egusinganincreasing
repertoireofhigh-frequencyandsightwords,segmentingwordsintosyllables
•manipulatesoundsinspokenwordsincludingphonemedeletionandsubstitution
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 1 continuedReading Level
9 10 11 12 13 14 15 16
Respond to, read and view texts
ACELY1659
ACELY1669
ACELY1660 ACELY1670
ACELA1469
ACELT1589
The recording feature in the digital books allows students to self-record their reading of a text and to listen to their own fluency, word attack skills and understanding of punctuation when reading orally. The comprehensive Teacher Guide includes a range of activities related to letter knowledge, grammatical conventions and comprehension. This assists students to:
•developphrasing,fluency,contextual,semantic,grammaticalandphonicknowledgeandemergingtextprocessingstrategies,forexample
prediction,monitoringmeaningandrereading
•self-correctwhenmeaningisinterruptedinsimpletexts,egpausing,repeatingwordsandphrases,rereadingandreadingon
•readlesspredictabletextswithphrasingandfluencybycombiningcontextual,semantic,grammaticalandphonicknowledgeusingtext
processingstrategies,forexamplemonitoringmeaning,predicting,rereadingandself-correcting
•readwithfluencyandexpression,respondingtopunctuationandattendingtovolume,pace,intonationandpitch
•usecomprehensionstrategiestobuildliteralandinferredmeaningandbegintoanalysetextsbydrawingongrowingknowledgeofcontext,
languageandvisualfeaturesandprintandmultimodaltextstructures
•usebackgroundknowledgeofatopictomakeinferencesabouttheideasinatext
•predictauthorintent,seriesofeventsandpossibleendingsinanimaginative,informativeandpersuasivetext
•discusstheuseoftextconnectives,egsequencingideas,indicatingtime
•identifythecohesivelinksbetweenpronounsandpeopleandthings
•sequenceasummaryofeventsandidentifykeyfactsorkeyargumentsinimaginative,informativeandpersuasivetexts
•identifyvisualrepresentationsofcharacters’actions,reactions,speechandthoughtprocessesinnarratives,andconsiderhowtheseimages
addtoorcontradictormultiplythemeaningofaccompanyingwords
•compareopinionsaboutcharacters,eventsandsettingsinandbetweentexts
•distinguishbetweenfactandopinioninpersuasivetexts
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
SPELLINGReading Level
9 10 11 12 13 14 15 16
EN1-5A Students use a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
Develop and apply contextual knowledge
•demonstrategrowingawarenessofhowaccuratespellingsupportsthereaderinunderstandingwrittentextstoreadfluently l■ l■ l■ l■ l l■ l■ l■
Understand and apply knowledge of language forms and features
ACELA1778
ACELA1471
The supporting worksheets in the Teacher Guide develop students’ sound and letter knowledge and assist them to:
•knowthatregularone-syllablewordsaremadeupoflettersandcommonletterclustersthatcorrespondtothesoundsheard,andhowtouse
visualmemorytowritehigh-frequencywords
•understandhowtousedigraphs,longvowels,blendsandsilentletterstospellwords,andusemorphemesandsyllabificationtobreakup
simplewordsandusevisualmemorytowriteirregularwords
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The supporting worksheets in the Teacher Guide develop students’ sound and letter knowledge and assist them to:
•spellhigh-frequencyandcommonsightwordsaccuratelywhencomposingtexts
•spellknownwordsusingletternames
•isolateandwritetheinitial,medialandfinalsoundofaword
•exchangeoneletterinawrittenwordwithadifferentlettertomakeanewword
•usedoubleconsonantswhereappropriate,eg‘hopping’
•begintouseadictionaryforspellingactivitiesandwordmeaning
•recognisewhenawordisspeltincorrectly
•usemorphemicandphonologicalknowledgewhenspelling
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
SPEAKING AND LISTENING 2Reading Level
9 10 11 12 13 14 15 16
EN1-6B Students recognise a range of purposes and audiences for spoken language and recognise organisational patterns and features of predictable spoken texts
Develop and apply contextual knowledge
ACELA1460
The speaking and listening activities in the Teacher Guide assist students to:
•understandthatspoken,visualandwrittenformsoflanguagearedifferentmodesofcommunicationwithdifferentfeaturesandtheiruse
variesaccordingtotheaudience,purpose,contextandculturalbackground
•recognisearangeofpurposesandaudiencesforspokenlanguagewithincreasingindependence
•recognisedifferentoraltexts,egconversationsathome,intheclassroomandplayground
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ACELA1454
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The vocabulary, language and grammatical convention activities in the ‘Language’ section of the Teacher Guide and in the related worksheets develop students’ abilities to:
•identifyorganisationalpatternsandfeaturesofpredictablespokentexts
•understandtheuseofvocabularyineverydaycontextsaswellasagrowingnumberofschoolcontexts,includingappropriateuseofformal
andinformaltermsofaddressindifferentcontexts
•identifylanguagethatcanbeusedforappreciatingtextsandthequalitiesofpeopleandthings
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The Listening Post worksheet section ‘Time to share ideas and listen to each other’ and the interactive digital books provide opportunities for students to:
•retellfamiliarstoriesandeventsinlogicalsequence,includinginhomelanguage
•rephrasequestionstoseekclarification
•explainpersonalopinionsorallyusingsupportingreasons,simpleinferencesandreasonableprediction
•demonstrateactivelisteningbehavioursandrespondappropriatelytoclassdiscussions
•recogniseandrespondtoinstructionsfromteachersandpeers
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
WRITING AND REPRESENTING 2READING LEVEL
9 10 11 12 13 14 15 16
EN1-7B Students identify how language used in their own writing differs according to their purpose, audience and subject matter
Develop and apply contextual knowledge
ACELY1668
The ‘Text structure and organisation’ and ‘Expressing and developing ideas’ sections in the Teacher Guide and the accompanying worksheets allow students to:
•identifytheaudienceofimaginative,informativeandpersuasivetexts
•discusssomeofthedifferentpurposesforwrittenandvisualtexts
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ACELA1447ACELA1463ACELY1658ACELA1453ACELA1470
The ‘Text structure and organisation’ and ‘Expressing and developing ideas’ sections in the Teacher Guide and the accompanying worksheets allow students to:
•understandthatdifferenttypesoftextshaveidentifiabletextstructuresandlanguagefeaturesthathelpthetextserveitspurpose
•describesomedifferencesbetweenimaginative,informativeandpersuasivetexts
•comparedifferentkindsofimagesinnarrativeandinformativetextsanddiscusshowtheycontributetomeaning
•understandtheuseofvocabularyaboutfamiliarandnewtopicsandexperimentwithandbegintomakeconsciouschoicesofvocabularyto
suitaudienceandpurpose
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ACELT1584ACELT1591
The ‘Putting the Learning into Practice’ section in the Teacher Guide and related worksheets provide multiple opportunities for students to:
•drawonpersonalexperienceandfeelingsassubjectmattertocomposeimaginativeandothertextsfordifferentpurposes
•composeandreviewwrittenandvisualtextsfordifferentpurposesandaudiences
•discussthecharactersandsettingsofdifferenttextsandexplorehowlanguageisusedtopresentthesefeaturesindifferentways
•makeinferencesaboutcharactermotives,actions,qualitiesandcharacteristicswhenrespondingtotexts
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 2READING LEVEL
9 10 11 12 13 14 15 16
EN1-8BStudents recognise that there are different kinds of texts when reading and viewing and show an awareness of purpose, audience and subject matter
Develop and apply contextual knowledge
The Literature and student books provide a range of imaginative and information texts that students can read to:
•recognisearangeofpurposesandaudiencesforimaginative,informativeandpersuasiveprintandvisualtexts
•identifyhowimaginative,informativeandpersuasivetextscanvaryinpurpose,structureandtopic
•understandthattextscandrawonreaders’orviewers’knowledgeoftextstomakemeaningandenhanceenjoyment,egcomparingfairytales
•discusspossibleauthorintentandintendedaudienceofarangeoftexts
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ACELA1450
ACELA1466
The Literature and student print and digital books provide strong texts to model:
•conceptsaboutprintandscreen,includinghowdifferenttypesoftextsareorganisedusingpagenumbering,tablesofcontent,headingsand
titles,navigationbuttons,barsandlinks
•howtextstructurecontributestothemeaningoftexts
•somefeaturesoftextorganisationincludingpageandscreenlayouts,alphabeticalorder,anddifferenttypesofdiagrams,forexample
timelines
•simpleexplanationsindiagrammaticform,includingflowcharts,hierarchies,lifecycles
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Respond to, read and view texts
The tightly levelled text and controlled vocabulary in the print and digital books allow students to select titles at their appropriate interest and reading level. This allows them to:
•selectawideningrangeoftextsforenjoymentandpleasureanddiscussreasonsfortheirchoice
•respondtoarangeofliteratureanddiscusspurposeandaudience
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
GRAMMAR, PUNCTUATION AND VOCABULARYREADING LEVEL
9 10 11 12 13 14 15 16
EN1-9BStudents use basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Develop and apply contextual knowledge
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ abilities to:
•understandthatideasintextscanbeorganisedtoenhancemeaningusingsentencesandparagraphs
•understandthatchoiceofvocabularyaddstotheeffectivenessoftext
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Understand and apply knowledge of language forms and features
ACELA1467
ACELA1452
ACELA1449
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The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ abilities to:
•understandthatparagraphsareusedtoorganiseideas
•understandthatsimpleconnectionscanbemadebetweenideasbyusingacompoundsentencewithtwoormoreclausesusuallylinkedbya
coordinatingconjunction
•exploredifferencesinwordsthatrepresentpeople,placesandthings(nouns,includingpronouns),happeningsandstates(verbs),qualities
(adjectives)anddetailssuchaswhen,whereandhow(adverbs)
•recognisethataprepositionplacedinfrontofanoungroupcanshowwhere,when,eg‘onthebox’(where),‘beforemybirthday’(when)
•recognisethattimeconnectivessequenceinformationintexts
•recognisethatdifferenttypesofpunctuation,includingfullstops,questionmarksandexclamationmarks,signalsentencesthatmake
statements,askquestions,expressemotionorgivecommands
•recognisethatcapitalletterssignalpropernounsandcommasareusedtoseparateitemsinlists
•experimentwiththeuseofquoted(direct)andreported(indirect)speech
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Understand and apply knowledge of vocabulary
ACELA1464
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ abilities to:
•understandhowtextsaremadecohesivethroughresources,forexamplewordassociations,synonyms,andantonyms
•recognise,discussandusecreativewordplay,egalliterationandonomatopoeia
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Respond to and compose texts
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ abilities to:
•composesentenceseffectivelyusingbasicgrammaticalfeaturesandpunctuationconventions
•usesubject–verbandnoun–pronounagreementwhencomposingtextsandrespondingtotextsorallyandinwriting
•demonstratetheuseofmoreprecisevocabularytodescribeemotionsandexperienceswhenwriting
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
THINKING IMAGINATIVELY AND CREATIVELYREADING LEVEL
9 10 11 12 13 14 15 16
EN1-10C Students think imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
Engage personally with texts
The well-designed and engaging print and digital books provide effective resources that encourage students to:
•engageinwidereadingofself-selectedandteacher-selectedtexts,includingdigitaltexts,forenjoyment,andshareresponses
•recognisethewaythatdifferenttextscreatedifferentpersonalresponses
•respondtoawiderangeoftextsthroughdiscussing,writingandrepresenting
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Develop and apply contextual knowledge
The Literature, imaginative and information books in each reading level build students’ knowledge and assist them to:
•recogniseandbegintounderstandhowcomposersusecreativefeaturestoengagetheiraudience
•identifyandcomparetheimaginativelanguageusedbycomposers
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The Literature, imaginative and information books in each reading level build students’ knowledge and assist
them to:
•identifythatdifferenttextshavedifferentorganisationalpatternsandfeaturesforavarietyofaudiences
•identifycreativelanguagefeaturesinimaginativetextsthatenhanceenjoyment,egillustrations,repetition
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Respond to and compose texts
ACELT1586
The Teacher Guide and Literature books provide opportunities for students to:
•recreatetextsimaginativelyusingdrawing,writing,performanceanddigitalformsofcommunication
•predictanddiscussideasdrawnfrompicturebooksanddigitalstories
•recognisesimilaritiesbetweentextsfromdifferentculturaltraditions,egrepresentationsofdragonsintraditionalEuropeanandAsiantexts
•jointlyadaptawell-knowntextforadifferentaudienceandpurpose
•expressarangeoffeelingsinresponsetoatext
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
EXPRESSING THEMSELVESREADING LEVEL
9 10 11 12 13 14 15 16
EN1-11D Students respond to and compose simple texts about familiar aspects of the world and their own experiences
Engage personally with texts
ACELT1590•shareresponsestoaspectsofatextthatrelatetotheirownlife
•engagewithavarietyofsimpletextsandbegintounderstandthatreadersdrawontheirownknowledgetomakemeaningandenhance
enjoyment
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Develop and apply contextual knowledge
ACELT1581 ACELT1587
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The well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•discusshowdepictionsofcharactersinprint,soundandimagesreflectthecontextsinwhichtheywerecreated
•recognisesimplewaysmeaningintextsisshapedbystructureandperspective
•respondtotextsdrawnfromarangeofculturesandexperiences
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The well-crafted and highly illustrated Literature and imaginative student books provide the ideal vehicle for assisting students to:
•discussaspectsofimaginativetextssuchassettinganddialogue,makingconnectionswithstudents’ownexperiences
•identifyfeaturesoftextsfromarangeofcultures,includinglanguagepatternsandstyleofillustration
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Respond to and compose texts
ACELT1582
ACELT1583
The student books and the well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•composesimpleprint,visualanddigitaltextsthatdepictaspectsoftheirownexperience
•discusscharactersandeventsinarangeofliterarytextsandsharepersonalresponsestothesetexts,makingconnectionswithstudents’own
experiences
•discusstheplaceofDreamingstoriesinAboriginalandTorresStraitIslanderlife
•identify,exploreanddiscusssymbolsofAboriginalandTorresStraitIslandercultureandrecogniserecurringcharacters,settingsandthemes
inDreamingstories
•identify,exploreanddiscussthemoralsofstoriesfromavarietyofcultures,egAsianstories,andidentifytheircentralmessages
•expresspreferencesforspecifictextsandauthorsandlistentotheopinionsofothers
•respondtoarangeoftexts,egshortfilms,documentariesanddigitaltexts,thatincludeissuesabouttheirworld,includinghomelifeandthe
widercommunity
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
REFLECTING ON LEARNINGREADING LEVEL
9 10 11 12 13 14 15 16
EN1-12E Students demonstrate awareness of how to reflect on aspects of their own and others’ learning
Develop and apply contextual knowledge
The rich learning activities in the Teacher Guide, along with the supporting Literature books, and student print and digital books provide a rich literacy environment to:
•developanunderstandingofhowarichtextenvironmentunderpinslearning
•recogniseandbegintounderstandthattherearedifferentwaysoflearninginEnglish
•developanawarenessofcriteriaforthesuccessfulcompletionoftasks
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Understand and apply knowledge of language forms and features
The activities in the Teacher Guide provide multiple opportunities for students to:
•begintodiscussdifferentwayswelearntoreadandwrite
•discusssomeofthewaysthatstorycanbereflectedinavarietyofmedia,egfilm,musicanddance
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Respond to and compose texts
The activities in the Teacher Guide provide multiple opportunities for students to:
•identifyhelpfulstrategiesduringspeaking,listening,reading,writing,and/orviewingandrepresentingactivitiesegwritingconferences,class
charts
•reflectonownreading:‘WhatreadinghaveIdonetoday/thisweek?’,‘WhichpartofmyreadingdoIlikebest?’,‘WhatdoIwant/needto
readabout?’
•discusstherolesandresponsibilitieswhenworkingasamemberofagroup
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
■■ New South Wales Syllabus Correlations for Springboard Connect Series – Connect Level 2: Stage 1
SPEAKING AND LISTENING 1Reading Level
17 18 19 20 21 22 23
EN1-1AStudents communicate with a range of people in informal and guided activities demonstrating interaction skills and consider how their own communication is adjusted in different situations
Develop and apply contextual knowledge
ACELA1461
ACELY1666ACELA1444
The speaking and listening activities for the Literature books in the Teacher Guide provide opportunities for students to:
•understandthatlanguagevarieswhenpeopletakeondifferentrolesinsocialandclassroominteractionsandhowtheuseofkeyinterpersonal
languageresourcesvariesdependingoncontext
•listenforspecificpurposesandinformation,includinginstructions,andextendstudents’ownandothers’ideasindiscussions
•understandthatlanguageisusedincombinationwithothermeansofcommunication,forexamplefacialexpressionsandgesturestointeractwith
others
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Understand and apply knowledge of language forms and features
ACELA1446
ACELT1592ACELA1787
The speaking and listening activities in the Teacher Guide provide opportunities for students to:
•understandthattherearedifferentwaysofaskingforinformation,makingoffersandgivingcommands
•useturn-taking,questioningandotherbehavioursrelatedtoclassdiscussions
•identify,reproduceandexperimentwithrhythmic,soundandwordpatternsinpoems,chants,rhymesandsongs
•exploredifferentwaysofexpressingemotions,includingverbal,visual,bodylanguageandfacialexpressions
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ACELY1656
The Listening Post activities and the reading session notes in the Teacher Guide provide opportunities to encourage students to:
•communicatewithincreasingconfidenceinarangeofcontexts
•engageinconversationsanddiscussions,usingactivelisteningbehaviours,showinginterest,andcontributingideas,informationandquestions
•describeindetailfamiliarplacesandthings
•useintonationtoemphasisetheneedtoseekfurtherclarificationofaquestion
•formulateopenandclosedquestionsappropriatetothecontext
•useacommentoraquestiontoexpandonanideainadiscussion
•usesomepersuasivelanguagetoexpressapointofview
•demonstrateattentivelisteningacrossarangeofactivities
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
WRITING AND REPRESENTING 1Reading Level
17 18 19 20 21 22 23
EN1-2AStudents plan, compose and review a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Develop and apply contextual knowledge
The ‘Text structure and organisation’ section and additional writing activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide provide multiple opportunities for students to:
•understandhowplanning,composingandreviewingcontributetoeffectiveimaginative,informativeandpersuasivetexts
•experimentinallaspectsofcomposingtoenhancelearningandenjoyment
•developanawarenessofissuesrelatingtotheresponsibleuseofdigitalcommunication
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ACELY1661ACELY1671
•createshortimaginative,informativeandpersuasivetextsusinggrowingknowledgeoftextstructuresandlanguagefeaturesforfamiliarandsome
lessfamiliaraudiences,selectingprintandmultimodalelementsappropriatetotheaudienceandpurpose
•understandtheprocessofplanning,draftingandpublishingimaginative,informativeandpersuasivetexts
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Respond to and compose texts
ACELT1593
ACELY1662 ACELY1672
The ‘Text structure and organisation’ section and additional writing activities in the ‘Putting the Learning into Practice’ section of the Teacher Guide and related worksheets provide multiple opportunities for students to:
•plan,composeandreviewsimpleimaginative,informativeandpersuasivetextsonfamiliartopics
•composetextssupportedbyvisualinformation(egdiagramsandmaps)onfamiliartopics
•createeventsandcharactersusingdifferentmediathatdevelopkeyeventsandcharactersfromliterarytexts
•composearangeofwrittenformsofcommunication,includingemails,greetingcardsandletters
•useeffectivestrategiestoplanideasforwriting,egmakingnotes,drawing,usingdiagrams,planningasequenceofeventsorinformation
•drawonpersonalexperienceandtopicknowledgetoexpressopinionsinwriting
•experimentwithpublishingusingdifferentmodesandmediatoenhanceplannedpresentations
•rereadandedittextforspelling,sentence-boundarypunctuationandtextstructure
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 1Reading Level
17 18 19 20 21 22 23
EN1-4A Students draw on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Develop and apply contextual knowledge
ACELY1665
The levelled print and digital student books allow students to select a book at their appropriate reading and interest level, enabling them to:
•demonstratehowreaders’self-selectionandenjoymentoftextsreflectstheirpersonalinterests
•discussdifferenttextsonasimilartopic,identifyingsimilaritiesanddifferencesbetweenthetexts
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ACELA1468
ACELA1448ACELA1451
The ‘Language’ section of the Teacher Guide and supporting worksheets provide opportunities to introduce, practice or identify:
•grammaticalpatternstoenhancecomprehension,egactionverbs,wordsorgroupsofwordsthattellwho,what,when,whereandhow
•clausesascompletemessagesorthoughtsexpressedinwords,noun–pronounagreement,conjunctions
•hownounsrepresentpeople,places,thingsandideasandcanbe,forexample,common,proper,concreteorabstract,andhownoungroups/
phrasescanbeexpandedusingarticlesandadjectives
•patternsofrepetitionandcontrastinsimpletexts
•partsofasimplesentencethatrepresent‘What’shappening?’,‘Whoorwhatisinvolved?’andthesurroundingcircumstances
•howsentencepunctuationisusedtoenhancemeaningandfluency
•wordfamiliesandwordoriginstounderstandthemeaningofunfamiliarwords,egbasewords,rhymingwordsandsynonyms
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Develop and apply graphological, phonological, syntactic and semantic knowledge
ACELA1458ACELA1459ACELA1474
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Phonological awareness activities are included in the ‘Sound and letter knowledge’ sections of the Teacher Guide. The activities assist students to:
•recognisesound–lettermatchesincludingcommonvowelandconsonantdigraphsandconsonantblends
•understandthevariabilityofsound–lettermatches
•recognisemostsound–lettermatchesincludingsilentletters,vowel/consonantdigraphsandmanylesscommonsound–lettercombinations
•automaticallyrecogniseirregularhigh-frequencywords,eg‘come’and‘are’
•usephonological,graphological,syntacticandsemanticcuestodecodeandmakemeaningfromwrittentexts,egusinganincreasingrepertoireof
high-frequencyandsightwords,segmentingwordsintosyllables
•manipulatesoundsinspokenwordsincludingphonemedeletionandsubstitution
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 1 continuedReading Level
17 18 19 20 21 22 23
Respond to, read and review texts
ACELY1659
ACELY1669
ACELY1660 ACELY1670
ACELA1469
ACELT1589
The recording feature included in all the digital books allows students to self-record their reading of a text and to listen to their own fluency, word attack skills and understanding of punctuation when reading orally. The comprehensive Teacher Guide includes a range of activities related to letter knowledge, grammatical conventions and comprehension. This assists students to:
•readsupportivetextsusingdevelopingphrasing,fluency,contextual,semantic,grammaticalandphonicknowledgeandemergingtextprocessing
strategies,forexampleprediction,monitoringmeaningandrereading
•self-correctwhenmeaningisinterruptedinsimpletexts,egpausing,repeatingwordsandphrases,rereadingandreadingon
•readlesspredictabletextswithphrasingandfluencybycombiningcontextual,semantic,grammaticalandphonicknowledgeusingtextprocessing
strategies,forexamplemonitoringmeaning,predicting,rereadingandself-correcting
•readwithfluencyandexpression,respondingtopunctuationandattendingtovolume,pace,intonationandpitch
•usecomprehensionstrategiestobuildliteralandinferredmeaningandbegintoanalysetextsbydrawingongrowingknowledgeofcontext,
languageandvisualfeaturesandprintandmultimodaltextstructures
•usebackgroundknowledgeofatopictomakeinferencesabouttheideasinatext
•predictauthorintent,seriesofeventsandpossibleendingsinanimaginative,informativeandpersuasivetext
•discusstheuseoftextconnectives,egsequencingideas,indicatingtime
•identifythecohesivelinksbetweenpronounsandpeopleandthings
•sequenceasummaryofeventsandidentifykeyfactsorkeyargumentsinimaginative,informativeandpersuasivetexts
•identifyvisualrepresentationsofcharacters’actions,reactions,speechandthoughtprocessesinnarratives,andconsiderhowtheseimagesaddto
orcontradictormultiplythemeaningofaccompanyingwords
•compareopinionsaboutcharacters,eventsandsettingsinandbetweentexts
•distinguishbetweenfactandopinioninpersuasivetexts
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Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
SPELLINGReading Level
17 18 19 20 21 22 23
EN1-5A Students use a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
Develop and apply contextual knowledge
The ‘Language’ section and supporting worksheets in the Teacher Guide provide opportunities for students to:
•demonstrategrowingawarenessofhowaccuratespellingsupportsthereaderinunderstandingwrittentextstoreadfluently l■ l■ l■ l■ l l■ l■
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ACELA1778
ACELA1471
The supporting worksheets in the Teacher Guide develop students’ sound and letter knowledge and assist them to:
•knowthatregularone-syllablewordsaremadeupoflettersandcommonletterclustersthatcorrespondtothesoundsheard,andhowtouse
visualmemorytowritehigh-frequencywords
•understandhowtousedigraphs,longvowels,blendsandsilentletterstospellwords,andusemorphemesandsyllabificationtobreakupsimple
wordsandusevisualmemorytowriteirregularwords
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Respond to and compose texts
The supporting worksheets in the Teacher Guide develop students’ sound and letter knowledge and assist them to:
•spellhigh-frequencyandcommonsightwordsaccuratelywhencomposingtexts
•spellknownwordsusingletternames
•isolateandwritetheinitial,medialandfinalsoundofaword
•exchangeoneletterinawrittenwordwithadifferentlettertomakeanewword
•usedoubleconsonantswhereappropriate,eg‘hopping’
•begintouseadictionaryforspellingactivitiesandwordmeaning
•recognisewhenawordisspeltincorrectly
•usemorphemicandphonologicalknowledgewhenspelling
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
SPEAKING AND LISTENING 2Reading Level
17 18 19 20 21 22 23
EN1-6B Students recognise a range of purposes and audiences for spoken language and recognise organisational patterns and features of predictable spoken texts
Develop and apply contextual knowledge
ACELA1443
ACELA1460
The speaking and listening activities in the Teacher Guide assist students to:
•understandthatpeopleusedifferentsystemsofcommunicationtocatertodifferentneedsandpurposesandthatmanypeoplemayusesign
systemstocommunicatewithothers
•understandthatspoken,visualandwrittenformsoflanguagearedifferentmodesofcommunicationwithdifferentfeaturesandtheirusevaries
accordingtotheaudience,purpose,contextandculturalbackground
•makeconnectionsbetweendifferentmethodsofcommunication,egStandardAustralianEnglish,AboriginalEnglish,homelanguage,sign
languageandbodylanguage
•recognisearangeofpurposesandaudiencesforspokenlanguagewithincreasingindependence
•recognisedifferentoraltexts,egconversationsathome,intheclassroomandplayground
•developanunderstandingofdifferentformsofcommunicationtechnologiesavailableforhearingandvisuallyimpairedpeopleandpeoplewith
otherdisabilities
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Understand and apply knowledge of language forms and features
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The vocabulary, language and grammatical convention activities in the ‘Language’ section of the Teacher Guide and the related worksheets develop students’ abilities to:
•identifyorganisationalpatternsandfeaturesofpredictablespokentexts
•understandtheuseofvocabularyineverydaycontextsaswellasagrowingnumberofschoolcontexts,includingappropriateuseofformaland
informaltermsofaddressindifferentcontexts
•identifylanguagethatcanbeusedforappreciatingtextsandthequalitiesofpeopleandthings
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Respond to and compose texts
The Listening Post worksheet section ‘Time to share ideas and listen to each other’ and the interactive digital books provide opportunities for students to:
•retellfamiliarstoriesandeventsinlogicalsequence,includinginhomelanguage
•rephrasequestionstoseekclarification
•explainpersonalopinionsorallyusingsupportingreasons,simpleinferencesandreasonableprediction
•demonstrateactivelisteningbehavioursandrespondappropriatelytoclassdiscussions
•recogniseandrespondtoinstructionsfromteachersandpeers
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
WRITING AND REPRESENTING 2READING LEVEL
17 18 19 20 21 22 23
EN1-7B Students identify how language used in their own writing differs according to their purpose, audience and subject matter
Develop and apply contextual knowledge
ACELY1668
The ‘Text structure and organisation’ and ‘Expressing and developing ideas’ sections in the Teacher Guide and the accompanying worksheets allow students to:
•identifytheaudienceofimaginative,informativeandpersuasivetexts
•discusssomeofthedifferentpurposesforwrittenandvisualtexts
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Understand and apply knowledge of language forms and features
ACELA1447ACELA1463ACELY1658ACELA1453ACELA1470
The ‘Text structure and organisation’ and ‘Expressing and developing ideas’ sections in the Teacher Guide and the accompanying worksheets allow students to:
•understandthatdifferenttypesoftextshaveidentifiabletextstructuresandlanguagefeaturesthathelpthetextserveitspurpose
•describesomedifferencesbetweenimaginative,informativeandpersuasivetexts
•comparedifferentkindsofimagesinnarrativeandinformativetextsanddiscusshowtheycontributetomeaning
•understandtheuseofvocabularyaboutfamiliarandnewtopicsandexperimentwithandbegintomakeconsciouschoicesofvocabularytosuit
audienceandpurpose
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Respond to and compose texts
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The ‘Putting the Learning into Practice’ section in the Teacher Guide and the accompanying worksheets provide multiple opportunities for students to:
•drawonpersonalexperienceandfeelingsassubjectmattertocomposeimaginativeandothertextsfordifferentpurposes
•composeandreviewwrittenandvisualtextsfordifferentpurposesandaudiences
•discussthecharactersandsettingsofdifferenttextsandexplorehowlanguageisusedtopresentthesefeaturesindifferentways
•makeinferencesaboutcharactermotives,actions,qualitiesandcharacteristicswhenrespondingtotexts
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
READING AND VIEWING 2READING LEVEL
17 18 19 20 21 22 23
EN1-8BStudents recognise that there are different kinds of texts when reading and viewing and show an awareness of purpose, audience and subject matter
Develop and apply contextual knowledge
The Literature and student books provide a range of imaginative and information texts that students can read to:
•recognisearangeofpurposesandaudiencesforimaginative,informativeandpersuasiveprintandvisualtexts
•identifyhowimaginative,informativeandpersuasivetextscanvaryinpurpose,structureandtopic
•understandthattextscandrawonreaders’orviewers’knowledgeoftextstomakemeaningandenhanceenjoyment,egcomparingfairytales
•discusspossibleauthorintentandintendedaudienceofarangeoftexts
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Understand and apply knowledge of language forms and features
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The Literature and student print and digital books provide strong texts to model:
•conceptsaboutprintandscreen,includinghowdifferenttypesoftextsareorganisedusingpagenumbering,tablesofcontent,headingsandtitles,
navigationbuttons,barsandlinks
•howtextstructurecontributestothemeaningoftexts
•somefeaturesoftextorganisationincludingpageandscreenlayouts,alphabeticalorder,anddifferenttypesofdiagrams,forexampletimelines
•simpleexplanationsindiagrammaticform,includingflowcharts,hierarchies,lifecycles
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Respond to, read and view texts
The tightly levelled text and controlled vocabulary in the print and digital books allow students to select titles appropriate to their interest and reading levels. This enables them to:
•selectawideningrangeoftextsforenjoymentandpleasureanddiscussreasonsfortheirchoice
•respondtoarangeofliteratureanddiscusspurposeandaudience
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
GRAMMAR, PUNCTUATION AND VOCABULARYREADING LEVEL
17 18 19 20 21 22 23
EN1-9BStudents use basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Develop and apply contextual knowledge
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of:
•howideasintextscanbeorganisedtoenhancemeaningusingsentencesandparagraphs
•howthechoiceofvocabularyaddstotheeffectivenessoftext
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Understand and apply knowledge of language forms and features
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The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of how:
•paragraphsareusedtoorganiseideas
•simpleconnectionscanbemadebetweenideasbyusingacompoundsentencewithtwoormoreclausesusuallylinkedbyacoordinating
conjunction
•differencesinwordsrepresentpeople,placesandthings(nouns,includingpronouns),happeningsandstates(verbs),qualities(adjectives)and
detailssuchaswhen,whereandhow(adverbs)
•aprepositionplacedinfrontofanoungroupcanshowwhere,when,eg‘onthebox’(where),‘beforemybirthday’(when)
•timeconnectivessequenceinformationintexts
•differenttypesofpunctuation,includingfullstops,questionmarksandexclamationmarks,signalsentencesthatmakestatements,ask
questions,expressemotionorgivecommands
•capitalletterssignalpropernounsandcommasareusedtoseparateitemsinlists
•toexperimentwiththeuseofquoted(direct)andreported(indirect)speech
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Understand and apply knowledge of vocabulary
ACELA1464The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of:
•howtextsaremadecohesivethroughresources,forexamplewordassociations,synonyms,andantonyms
•howtorecognise,discussandusecreativewordplay,egalliterationandonomatopoeia
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Respond to and compose texts
The ‘Language’ section of the Teacher Guide and supporting worksheets provide a systematic development of students’ knowledge of:
•howtocomposesentenceseffectivelyusingbasicgrammaticalfeaturesandpunctuationconventions
•howtousesubject–verbandnoun–pronounagreementwhencomposingtextsandrespondingtotextsorallyandinwriting
•theuseofmoreprecisevocabularytodescribeemotionsandexperienceswhenwriting
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
THINKING IMAGINATIVELY AND CREATIVELYREADING LEVEL
17 18 19 20 21 22 23
EN1-10C Students think imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
Engage personally with texts
The well-designed and engaging print and digital books provide effective resources that encourage students to:
•engageinwidereadingofself-selectedandteacher-selectedtexts,includingdigitaltexts,forenjoyment,andshareresponses
•recognisethewaythatdifferenttextscreatedifferentpersonalresponses
•respondtoawiderangeoftextsthroughdiscussing,writingandrepresenting
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Develop and apply contextual knowledge
The Literature, imaginative and information books in each reading level build students’ knowledge and assist them to:
•recogniseandbegintounderstandhowcomposersusecreativefeaturestoengagetheiraudience
•identifyandcomparetheimaginativelanguageusedbycomposers
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Understand and apply knowledge of language forms and features
The Literature, imaginative and information books in each reading level build students’ abilities to:
•identifythatdifferenttextshavedifferentorganisationalpatternsandfeaturesforavarietyofaudiences
•identifycreativelanguagefeaturesinimaginativetextsthatenhanceenjoyment,egillustrations,repetition
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Respond to and compose texts
The Teacher Guide notes relating to the Literature books provide opportunities for students to:
•predictanddiscussideasdrawnfrompicturebooksanddigitalstories
•recognisesimilaritiesbetweentextsfromdifferentculturaltraditions,egrepresentationsofdragonsintraditionalEuropeanandAsiantexts
•jointlyadaptawell-knowntextforadifferentaudienceandpurpose
•expressarangeoffeelingsinresponsetoatext
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
EXPRESSING THEMSELVESREADING LEVEL
17 18 19 20 21 22 23
EN1-11D Students respond to and compose simple texts about familiar aspects of the world and their own experiences
Engage personally with texts
ACELT1590
The student books and well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•recogniseandbegintounderstandthattheirownexperiencehelpsshapetheirresponsestoandenjoymentoftexts
•identifyaspectsofdifferenttypesofliterarytextsthatentertain,andgivereasonsforpersonalpreferences
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Develop and apply contextual knowledge
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The well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•discusshowdepictionsofcharactersinprint,soundandimagesreflectthecontextsinwhichtheywerecreated
•recognisesimplewaysmeaningintextsisshapedbystructureandperspective
•respondtotextsdrawnfromarangeofculturesandexperiences
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Understand and apply knowledge of language forms and features
The well-crafted and highly illustrated Literature books and imaginative student books provide the ideal vehicle for assisting students to:
•discussaspectsofimaginativetextssuchassettinganddialogue,makingconnectionswithstudents’ownexperiences
•identifyfeaturesoftextsfromarangeofcultures,includinglanguagepatternsandstyleofillustration
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Respond to and compose texts
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The student books and well-crafted and highly illustrated Literature books provide the ideal vehicle for assisting students to:
•composesimpleprint,visualanddigitaltextsthatdepictaspectsoftheirownexperience
•discusscharactersandeventsinarangeofliterarytextsandsharepersonalresponsestothesetexts,makingconnectionswithstudents’own
experiences
•discusstheplaceofDreamingstoriesinAboriginalandTorresStraitIslanderlife
•identify,exploreanddiscusssymbolsofAboriginalandTorresStraitIslandercultureandrecogniserecurringcharacters,settingsandthemesin
Dreamingstories
•identify,exploreanddiscussthemoralsofstoriesfromavarietyofcultures,egAsianstories,andidentifytheircentralmessages
•expresspreferencesforspecifictextsandauthorsandlistentotheopinionsofothers
•respondtoarangeoftexts,egshortfilms,documentariesanddigitaltexts,thatincludeissuesabouttheirworld,includinghomelifeandthe
widercommunity
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www.macmillan.com.au/primary
Phone: 1300 135 113 • Fax: 1300 135 103 • Email: [email protected]
REFLECTING ON LEARNINGREADING LEVEL
17 18 19 20 21 22 23
EN1-12E Students identify and discuss aspects of their own and others’ learning
Develop and apply contextual knowledge
The rich learning activities in the Teacher Guide, along with the supporting Literature books, and the student print and digital books provide a rich literacy environment in which to:
•developanunderstandingofhowarichtextenvironmentunderpinslearning
•recogniseandbegintounderstandthattherearedifferentwaysoflearninginEnglish
•developanawarenessofcriteriaforthesuccessfulcompletionoftasks
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Understand and apply knowledge of language forms and features
The activities in the Teacher Guide provide multiple opportunities for students to:
•begintodiscussdifferentwayswelearntoreadandwrite
•discusssomeofthewaysthatstorycanbereflectedinavarietyofmedia,egfilm,musicanddance
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The activities in the Teacher Guide provide multiple opportunities for students to:
•identifyhelpfulstrategiesduringspeaking,listening,reading,writing,and/orviewingandrepresentingactivitiesegwritingconferences,
classcharts
•reflectonownreading:‘WhatreadinghaveIdonetoday/thisweek?’,‘WhichpartofmyreadingdoIlikebest?’,‘WhatdoIwant/needtoread
about?’
•discusstherolesandresponsibilitieswhenworkingasamemberofagroup
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