The Burnt Stick

By Anthony Hill
Stage 3

Andrea Rivas Willmot PS

Chris Fraser
Instructional Leader 2015

Chris Fraser Literacy Numeracy Leader WSR

 Music/Art

UNIT EXTENSION SUGGESTIONS

Charcoal Drawings

Across KLAs: RESOURCES &

Art Classes with specialist in charcoal
drawing
Took the Children Away, by Archie Roach -
from the album “Charcoal Lane” distributed ICT/History
through Mushroom Records Guest Speaker on Stolen Generation
http://www.allmusic.com/album/charcoal- (Link Up)
lane-mw0000085322 Letter Writing
Google information about the Stolen
Generation
Use Explain Everything app for students
to use to make presentations of the
Stolen Generation
Video on Stolen Generation and reunion

Chris Fraser Literacy Numeracy Leader WSR

 ENGLISH UNIT OF WORK

Stage : 3 Term: Weeks:

Key Concept: Exploring ethical and social dilemmas in texts

FOCUS TEXT: The Burnt Stick by Anthony Hill

Text set:
TEXT SET:
Stolen girl Trina Saffioti
Albert Namatjira LIVE WIRE REAL LIVES
Rabbit proof fence
Integrating English Stage 3 content descriptors: S & L - Speaking & Listening
Focus: R & V – Reading & Viewing R & C - Reading & Composing W & R - Writing & Representing Spelling
G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively
E T - Expressing themselves R on L - Reflecting on Learning

Acceptable Evidence of Plotting students on the Literacy Continuum – to develop student comprehension
Learning: and vocabulary.
Success criteria WALTS (Learning Intentions Stage 3 – highlighted throughout)

Critical aspects: Comprehension, Vocabulary, Reading texts, Writing

Learning across the curriculum: Literacy, creative and critical thinking, cultural diversity

Chris Fraser Literacy Numeracy Leader WSR

 DIFFERENTIATING IN A STAGE 3 ENGLISH UNIT OF LEARNING
LEARNING INTENTIONS (WALTs)/STUDENT WRITING SUCCESS CRITERIA

Highlighted throughout the unit

STAGE
APPROPRIATE
Universal level

Cluster 9 & below

Cluster 10
 Constructs well-sequenced imaginative,
 Rereads and revises text to check and
informative and persuasive texts using
improve meaning, deleting unnecessary
language appropriate to purpose and
information or adding new information. audience.
 Creates meaningful sentences using a  Plans & organisers ideas using heading,
variety of sentence beginnings, including Targeted level
graphic organisers, questions, mind maps
adverbial and adjectival clauses to create  Rereads texts during and after writing to
complex sentences. check accuracy, consistency of meaning and
 Uses sentence and simple punctuation fitness for purpose.
correctly.  Structures texts using paragraphs composed
 Uses grammatical features such as of logically grouped sentences that deal with
Intensive
a particular aspect of a topic.
pronouns, conjunctions and connectives level
 Uses a variety of spelling strategies to spell
to accurately link ideas and information.
high frequency words correctly.
 Shows awareness of the need to justify  Chooses verbs, adverbials, nouns and
opinions with supporting evidence. adjectivals to express specific ideas and
details.
 Uses joined letters of consistent size.
Chris Fraser Literacy Numeracy Leader WSR
 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading
for Modelled Reading (Stage appropriate) Modes/Skills (Where to next?)
Comprehension C11 1 Before: Pre –teach the vocab. Create word labels to Super 6 Strategy: Monitoring
1. Analyses and evaluates the ways that inference is used in a text to build Pages 1-13 display in the room to be used for writing.
understanding.
G, P & V Prediction Bingo Differentiate groups according to
2. Re-examines sections of texts for evidence to support interpretations and opinions.
3. Evaluates a personal interpretation of a text by critically re-examining evidence within Spelling SYNONYMS Literacy Continuum clusters (see
the text. Vocab: triangle on page 4) and choose
4. Responds to themes and issues evident in texts that present different perspectives on surplices appropriate pages or part of a page
a given topic or different points of view in a text. scent to photocopy for each cluster group
Scan page 1 illustration for IWB. Ask students to
5. Analyses texts to explain and compare how audience, purpose and context influence
corrugated predict other words that may be in the text. for reading:
texts.
6. Critically analyses and interprets a text to create a summary that demonstrates an ancestor Students draw up a grid- instruct students to draw  Teacher chooses common sight
understanding of the different views and values represented. bough noughts and crosses grid and chose 9 words. wors and decoding skills from
7. Analyses and responds to language and grammatical techniques used to influence an shelters During: Students tick off Bingo words as they are the text to revise (eg: ed
audience. mustering words).
read by the teacher in the text/similar words are
8. Analyses and compares how information and ideas are presented in a range of texts on
consent added to the box  Students highlight difficult
the one topic.
Comprehension C12 (spelling After: Students discuss with their thinking partners words (either vocab or sight
1. Interprets and critically analyses texts by responding to inferred meaning within a strategies their word predictions eg why wasn’t your prediction words) in the text to discuss as
text and justifying interpretations using evidence. in bold) included, were synonyms used instead of your word. a group.
2. Reinterprets ideas and issues by creating innovative personal responses to ideas and R & V Teacher lists words of correct predictions. Students  Teacher choose spelling words
issues in literary texts through oral, dramatic, written and multimodal presentations.
Monitoring give teacher synonyms which are listed which are and strategies from
3. Critically analyses a wide range of imaginative, informative and persuasive texts in
different forms to compare how ideas are presented. listed next to the correct word prediction. Modes/Skills column for each
4. Explains how texts can be interpreted from a variety of perspectives by discussing S & L Correct word Synonyms group.
sea ocean, beach
the ways that different views and values are presented. Predicting coast shore, sand
 Students reread pages with the
5. Interprets texts by identifying and discussing multiple purposes within the same text. beautiful lovely, magnificent, spectacular teacher to develop fluency.
6. Interprets and analyses several different texts on one topic to present a summary of
information and ideas that show an understanding of the topic. 2 Before: Review vocab. Teacher explains that students Super 6 Strategy: Summarising
7. Analyses texts to compare how language structures and features are used to position Pges 1-13 will be summarising. Teacher reads first page and
readers and viewers. G, P & V students discuss 2 very important points to list in the Differentiate groups according to
8. Analyses and evaluates how written information and visual images shape meaning by Spelling visual organiser below. Literacy Continuum clusters (see
comparing texts on the same topic.
Vocab: During: reread pgs 1-13 triangle on page 4) and choose
Vocab C11
1. Makes effective word choices in response to purpose and audience when creating revision Use a visual organiser to summarise every couple of appropriate pages or part of a page
texts. R & V pages with VIP’s to photocopy for each cluster group
2. Demonstrates understanding of new words for new concepts. S & L PAGES VIPS for reading:
3. Applies knowledge of prefixes and suffixes to understand the meanings of new words 1-3
and to create new words. Summarising 4-6  Teacher revises common sight
4. Refines vocabulary choice in response to purpose and audience when editing and 7-9
reviewing own and peer’s writing (in writing lessons) words and decoding skills from
9-13
Vocab C12 the text to revise (eg: ‘ed ‘
1. Uses new words for known concepts, e.g. blissful for happy.
After: words).
2. Increasingly uses appropriate content vocabulary when creating spoken and written Re-read very important points and create a visual  Students highlight VIPs to
texts about specific topics. diagram listing pros & cons discuss as a group.
3. Accurately uses the vocabulary associated with digital technology and electronic texts. of living on a mission:
4. Draws on knowledge of word origins to work out meaning of new words. Pros
Pros Cons  Students reread pages with the
teacher to develop fluency.

Chris Fraser Literacy Numeracy Leader WSR

 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading
Modes/Skills
Comprehension C11 3 Before: Word of the day! embers Super 6 Strategy: Questioning
1. Analyses and evaluates the ways that inference is used in a text to build Pages 14-21 Discuss meaning and context.
understanding.
G, P & V Review day 1 vocab. Thinking partners add So far… Differentiate groups according to
2. Re-examines sections of texts for evidence to support interpretations and opinions.
3. Evaluates a personal interpretation of a text by critically re-examining evidence Spelling (key points) to the organiser. Literacy Continuum clusters (see
within the text. Review spelling Orientation So far… triangle on page 4) and choose
4. Responds to themes and issues evident in texts that present different perspectives strategies appropriate pages or part of a page
on a given topic or different points of view in a text. chosen from Paragraph 1 to photocopy for each cluster group
5. Analyses texts to explain and compare how audience, purpose and context influence Complication
Day 1 Paragraph 1 for reading:
texts.
6. Critically analyses and interprets a text to create a summary that demonstrates an Vocab: embers Resolution

understanding of the different views and values represented. R & V During:  Teacher chooses common sight
7. Analyses and responds to language and grammatical techniques used to influence an Literary text Students note further key points to add to the words and decoding skills from
audience. structure orientation. the text to revise.
8. Analyses and compares how information and ideas are presented in a range of texts
After:  Students use Here, Hidden
on the one topic.
Comprehension C12 W & R Students’ key points are added to the organiser by Head strategy to answer
1. Interprets and critically analyses texts by responding to inferred meaning within a Planning the teacher. questions
text and justifying interpretations using evidence. Thinking partners discuss their view on what may  Students reread pages with the
2. Reinterprets ideas and issues by creating innovative personal responses to ideas and be the complication. teacher to develop fluency.
issues in literary texts through oral, dramatic, written and multimodal presentations.
Code breaker The class comes to a consensus which is recorded
3. Critically analyses a wide range of imaginative, informative and persuasive texts in
different forms to compare how ideas are presented.
Text analyst on the organiser.
4. Explains how texts can be interpreted from a variety of perspectives by discussing 4 Before: Teach Ask the author strategy. Refer to Super 6 Strategy: Questioning
the ways that different views and values are presented. Pages 14-21 rubric to record students questions that they
5. Interprets texts by identifying and discussing multiple purposes within the same G, P & V would like to ask the author. Teacher asks Differentiate groups according to
text.
Spelling questions E.g. Why did you write this book? What Literacy Continuum clusters (see
6. Interprets and analyses several different texts on one topic to present a summary
of information and ideas that show an understanding of the topic. Vocab: is the message so far in the story? Why did you triangle on page 4) and choose
7. Analyses texts to compare how language structures and features are used to position R & V decide to include the Dreaming and John’s life as a appropriate pages or part of a page
readers and viewers. Author’s intent child (prior knowledge, you know he was happy to photocopy for each cluster group
8. Analyses and evaluates how written information and visual images shape meaning by Enjoyment before he was taken away)? Thinking partners for reading:
comparing texts on the same topic.
R & V discuss.
Vocab C11
Descriptive During: Students record further questions for  Teacher chooses common sight
1. Makes effective word choices in response to purpose and audience when creating
language discussion after reading. words and decoding skills from
texts.
2. Demonstrates understanding of new words for new concepts.
Adjectives: Questions Answers the text to revise.
(images)
3. Applies knowledge of prefixes and suffixes to understand the meanings of new words  Students use Question the
and to create new words. Adverbs:
teacher strategy to answer
4. Refines vocabulary choice in response to purpose and audience when editing and (images)
After: Thinking partners record answers questions in the text so far.
reviewing own and peer’s writing S & L
Vocab C12 Questions Answers  Students reread pages with the
Point of view
1. Uses new words for known concepts, e.g. blissful for happy. teacher to develop fluency.
S & L 2
2. Increasingly uses appropriate content vocabulary when creating spoken and written
texts about specific topics. Opinions
3. Accurately uses the vocabulary associated with digital technology and electronic Thinking partners discuss how does questioning the
texts. author help us when we read and which were the
4. Draws on knowledge of word origins to work out meaning of new words.
best questions we asked that gave us a better
understanding of the text.
Chris Fraser Literacy Numeracy Leader WSR
 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading
Modes/Skills
Comprehension C11 5 Before: Word of the day! mourn Super 6 Strategy: Visualising
1. Analyses and evaluates the ways that inference is used in a text to build Pages 22-36 Create a cline for mourn.
understanding.
G, P & V Discuss meaning and context. Differentiate groups according to
2. Re-examines sections of texts for evidence to support interpretations and opinions.
3. Evaluates a personal interpretation of a text by critically re-examining evidence Spelling Review previous vocab. Literacy Continuum clusters (see
within the text. Review spelling Teacher reads “first splinter triangle on page 4) and choose
4. Responds to themes and issues evident in texts that present different perspectives strategies light appears…” (pg 25) while students close eyes appropriate pages or part of a page
on a given topic or different points of view in a text. chosen from and visualise the image. to photocopy for each cluster group
5. Analyses texts to explain and compare how audience, purpose and context influence
vocab below for reading:
texts.
6. Critically analyses and interprets a text to create a summary that demonstrates an Vocab: mourn, During: Students fold an A4 page into a number of
understanding of the different views and values represented. cinders, imply, boxes (between 8 & 16). They sketch important  Teacher chooses common sight
7. Analyses and responds to language and grammatical techniques used to influence an mock (spelling points as teacher reads the text. (This is not words and decoding skills from
audience. strategy in about good drawing but for remembering and the text to revise.
8. Analyses and compares how information and ideas are presented in a range of texts
bold, c/s and recalling sequence of events)  Students use visualising
on the one topic.
Comprehension C12 y/i) strategy to recall events in the
1. Interprets and critically analyses texts by responding to inferred meaning within a R & V story (see modelled)
text and justifying interpretations using evidence. Literary text  Students reread pages with the
2. Reinterprets ideas and issues by creating innovative personal responses to ideas and structure teacher to develop fluency.
After: With thinking partners, students retell
issues in literary texts through oral, dramatic, written and multimodal presentations.
W & R stories using their sketches. Teacher may list VIPs
3. Critically analyses a wide range of imaginative, informative and persuasive texts in
different forms to compare how ideas are presented.
Planning from student sketches.
4. Explains how texts can be interpreted from a variety of perspectives by discussing 6 Before: Word of the day! Super 6 Strategy: Summarising
the ways that different views and values are presented.
Pages 22-36 Create a cline for grief. grief
5. Interprets texts by identifying and discussing multiple purposes within the same
text. G, P & V Discuss meaning and context. Differentiate groups according to
6. Interprets and analyses several different texts on one topic to present a summary Spelling Review previous vocab. Literacy Continuum clusters (see
of information and ideas that show an understanding of the topic. Vocab: wailing, Teacher reads from a written poster; “When he triangle on page 4) and choose
7. Analyses texts to compare how language structures and features are used to position grief,moan finished, John’s grandmother and all the other appropriate pages or part of a page
readers and viewers.
R & V woman in the camp began to moan and cry with to photocopy for each cluster group
8. Analyses and evaluates how written information and visual images shape meaning by
comparing texts on the same topic. Author’s intent grief.” (pg. 23) for reading:
Vocab C11 Enjoyment Thinking partners discuss the key words for
1. Makes effective word choices in response to purpose and audience when creating R & V ‘feelings’. Teacher highlights those words on the  Teacher chooses common sight
texts. Descriptive poster & discusses characters feelings. words and decoding skills from
2. Demonstrates understanding of new words for new concepts. language During: Students record key words for feelings the text to revise.
3. Applies knowledge of prefixes and suffixes to understand the meanings of new words Adjectives:
and to create new words. while the text is being read.  Students use key words for
(images)
4. Refines vocabulary choice in response to purpose and audience when editing and After: Teacher collates students’ key words on a feelings to understand the
Adverbs:
reviewing own and peer’s writing graphic organiser. Clines to be created on this perspective of the characters.
(images)
Vocab C12 organiser for display in lesson 7.  Students reread pages with the
1. Uses new words for known concepts, e.g. blissful for happy. S & L
Key Words Clines teacher to develop fluency.
2. Increasingly uses appropriate content vocabulary when creating spoken and written Point of view
texts about specific topics. S & L 2
3. Accurately uses the vocabulary associated with digital technology and electronic Opinions
texts.
4. Draws on knowledge of word origins to work out meaning of new words.

Chris Fraser Literacy Numeracy Leader WSR

 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading
Modes/Skills
Comprehension C11 7 Before: Word of the day! stern Super 6 Strategy: Making
1. Analyses and evaluates the ways that inference is used in a text to build Pages 37-53 Discuss meaning and context. connections
understanding.
G, P & V Review previous vocab.
2. Re-examines sections of texts for evidence to support interpretations and opinions.
3. Evaluates a personal interpretation of a text by critically re-examining evidence Spelling Create clines for key words in lesson 6. Differentiate groups according to
within the text. Review spelling Literacy Continuum clusters (see
4. Responds to themes and issues evident in texts that present different perspectives strategies During: Making connections triangle on page 4) and choose
on a given topic or different points of view in a text. chosen from Students record their own feelings as the text is appropriate pages or part of a page
5. Analyses texts to explain and compare how audience, purpose and context influence
Day 5 read to photocopy for each cluster group
texts.
6. Critically analyses and interprets a text to create a summary that demonstrates an Vocab: stern for reading:
understanding of the different views and values represented. R & V After:
7. Analyses and responds to language and grammatical techniques used to influence an Literary text Thinking partners discuss their feelings. Teacher  Teacher chooses common sight
audience. structure records their feeling words to display to use in words and decoding skills from
8. Analyses and compares how information and ideas are presented in a range of texts
their writing. the text to revise.
on the one topic.
Comprehension C12 W & R  Students record their own
1. Interprets and critically analyses texts by responding to inferred meaning within a Planning feelings after each paragraph
text and justifying interpretations using evidence. is read.
2. Reinterprets ideas and issues by creating innovative personal responses to ideas and  Students reread pages with the
issues in literary texts through oral, dramatic, written and multimodal presentations.
teacher to develop fluency.
3. Critically analyses a wide range of imaginative, informative and persuasive texts in
different forms to compare how ideas are presented. 8 Before: Before: Word of the day! plead Super 6 Strategy:
4. Explains how texts can be interpreted from a variety of perspectives by discussing Pages 37-53 Discuss meaning and context. Questioning/summarising
the ways that different views and values are presented.
G, P & V Review previous vocab. Teacher and students
5. Interprets texts by identifying and discussing multiple purposes within the same
text.
Spelling complete the questions on the story cube Differentiate groups according to
6. Interprets and analyses several different texts on one topic to present a summary Vocab: plead Literacy Continuum clusters (see
of information and ideas that show an understanding of the topic. R & V triangle on page 4) and choose
7. Analyses texts to compare how language structures and features are used to position Author’s intent appropriate pages or part of a page
readers and viewers.
Enjoyment to photocopy for each cluster group
8. Analyses and evaluates how written information and visual images shape meaning by
comparing texts on the same topic.
R & V for reading:
Vocab C11 Descriptive
1. Makes effective word choices in response to purpose and audience when creating language  Teacher chooses common sight
SEE APPENDIX enlarged to A3
texts. Adjectives: words and decoding skills from
(images) During: students answer the questions on their
2. Demonstrates understanding of new words for new concepts. the text to revise.
3. Applies knowledge of prefixes and suffixes to understand the meanings of new words Adverbs: own story cube:
Who comes back?  Students generate their own
and to create new words. (images)
4. Refines vocabulary choice in response to purpose and audience when editing and What did they do? questions that the text didn’t
S & L
reviewing own and peer’s writing Why did the man take John? answer to discuss as a group
Point of view
Vocab C12
Why was the mother pleading? with the teacher.
1. Uses new words for known concepts, e.g. blissful for happy.
S & L 2
Why was she clinging to the door handle?  Students reread pages with the
2. Increasingly uses appropriate content vocabulary when creating spoken and written Opinions
Why did John still remember the camp? teacher to develop fluency.
texts about specific topics.
3. Accurately uses the vocabulary associated with digital technology and electronic
texts. After: Thinking partners discuss their answers
4. Draws on knowledge of word origins to work out meaning of new words.
and how they would have liked the story to end.

Chris Fraser Literacy Numeracy Leader WSR

 LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent Writing
Modes/Skills

Writing 11 1 Letter writing: Teacher models writing letter to Cluster 9: Withdraw intensive Fast Finishers
1. Writes coherent, structured texts for a range of purposes and pgs:1-13 a child in the mission support cluster group to teachers  Independent
contexts. G, P & V help desk (two or three students) tasks: BUG CLUB
2. Deliberately structures language in a way that creates more
W & R and scaffold students to complete  Re-reading letter
cohesive, imaginative, informative and persuasive texts.
3. Shows awareness of accurately acknowledging sources in R & C the addressee and paragraph 1 to a friend
relevant texts. Letter vocab Cluster 10: Withdraw targeted  Writing a letter
4. Refines writing in response to feedback. Persuasive cluster group to teachers help independently to a
5. Selects appropriate language for purpose, e.g. descriptive, vocab 1. Model addressee desk (two or three students) and person of choice
persuasive, topic, technical, evaluative, emotive, and colloquial. 2. Vocab e.g. Dear, To Whom it May Concern review writing so far and scaffold  Choosing a similar
6. Uses topic sentences and appropriately organises main and
subordinate ideas.
3. Paragraph 1 with the writer giving students to complete the text from the
7. Experiments with using complex punctuation to engage the information about self. addressee and paragraph 1. classroom set and
reader and achieve purpose. Display letter writing organiser and vocab on Cluster 11/12: Withdraw list difficult
8. Applies knowledge of generalisations, meanings of base words universal cluster group to words and find
the wall.
and word parts (prefixes and suffixes) to spell new words.
teachers help desk and review their meanings
9. Writes fluently with appropriate size, slope and spacing.
10. Uses word processing programs confidently and accurately, writing so far and include peer
integrating various functions. feedback to complete the
11. Plans and designs more complex multi modal texts addressee and paragraph 1.
Writing 12 2 Letter writing: Teacher models writing letter to Cluster 9: Withdraw intensive
1. Writes sustained texts for a wide range of purposes.
W & R a child in the mission support cluster group to teachers
2. Makes choices about the type and form of texts, including
combinations of forms and types, to suit purpose and audience. R & C help desk (two or three students)
3. Creates well planned, extended texts that include more reread and and scaffold students to complete
complex and detailed subject matter and language features such paragraph 2 and sign off.
edit
as nominalisation. Cluster 10: Withdraw targeted
4. Critically reflects on effectiveness of own/others’ writing and Reflecting
cluster group to teachers help
seeks and responds to feedback from others. on learning 4. Vocab e.g. generating questions to ask the desk (two or three students) and
5. Selects some sophisticated and subtle language features,
recipient review writing so far and scaffold
literary devices (e.g. irony, humour) and grammatical features
(e.g. modality) to engage and influence an audience. 5. Paragraph 2 questioning the recipient of the students to complete paragraph 2
6. Makes sentence level choices (e.g. short sentences to build letter and sign off. and sign off.
tension; complex sentences to add detail) using a variety of
Cluster 11/12: Withdraw
sentence beginnings and dependent clauses.
7. Uses a range of punctuation to enhance meaning and clarity,
universal cluster group to
including the use of brackets to enclose additional information, teachers help desk and review
quotation marks and commas to indicate clauses. writing so far and include peer
8. Integrates a range of spelling strategies and conventions to feedback to complete paragraph
accurately spell most words, including words of many syllables.
2 and sign off.
9. Uses visuals to extend or clarify meaning, selects from a range
of media and experiments creatively with the production of
multimodal texts for audience impact.
Vocab C11 (see reading)
Vocab C12 (see reading)

Chris Fraser Literacy Numeracy Leader WSR

 LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent Writing
Modes/Skills

Writing 11 3 Letter writing: Teacher uses model writing from READ & REVIEW Students: Fast Finishers
1. Writes coherent, structured texts for a range of purposes and pgs:22-36 previous session  improve their writing: review  Independent
contexts. G, P & V and refine their paragraphs tasks: BUG CLUB
2. Deliberately structures language in a way that creates more
W & R add to their previous paragraph  Re-reading letter
cohesive, imaginative, informative and persuasive texts.
3. Shows awareness of accurately acknowledging sources in R & C to a friend
relevant texts. Letter vocab PARTNER EDITING:  Writing a letter
4. Refines writing in response to feedback. Persuasive  paragraph is read by a independently to a
5. Selects appropriate language for purpose, e.g. descriptive, vocab  extract words for teaching various partner for editing and person of choice
persuasive, topic, technical, evaluative, emotive, and colloquial.
spelling strategies. reflection using the writing  Choosing a similar
6. Uses topic sentences and appropriately organises main and
subordinate ideas.  change the structure (position of criteria. text from the
7. Experiments with using complex punctuation to engage the phrases) of the sentences. Does it still classroom set and
reader and achieve purpose.
make sense? Paragraph is revised. list difficult
8. Applies knowledge of generalisations, meanings of base words words and find
and word parts (prefixes and suffixes) to spell new words.  add another descriptive sentence using
their meanings
9. Writes fluently with appropriate size, slope and spacing. pronouns (eg I, we, they, she ) and
10. Uses word processing programs confidently and accurately,
conjunctions .
integrating various functions.
11. Plans and designs more complex multi modal texts  add and insert errors to the sentence
Writing 12 and students make corrections
1. Writes sustained texts for a wide range of purposes. 4 Publishing: Publishing: typing on the
2. Makes choices about the type and form of texts, including
W & R Teacher models necessary computer skills computer.
combinations of forms and types, to suit purpose and audience.
3. Creates well planned, extended texts that include more R & C on the IWB for students to publish their
complex and detailed subject matter and language features such reread and letters. TEACHER EDITING While
as nominalisation.
edit eg formatting (paragraphing), fonts, regular students are publishing,
4. Critically reflects on effectiveness of own/others’ writing and
seeks and responds to feedback from others. Reflecting saving etc. students can be withdrawn to
5. Selects some sophisticated and subtle language features, on learning be given further assistance.
literary devices (e.g. irony, humour) and grammatical features
(e.g. modality) to engage and influence an audience.
6. Makes sentence level choices (e.g. short sentences to build Teacher can refer to the
tension; complex sentences to add detail) using a variety of FOUR LEVELS OF FEEDBACK
sentence beginnings and dependent clauses.
7. Uses a range of punctuation to enhance meaning and clarity,
when assisting
including the use of brackets to enclose additional information,
quotation marks and commas to indicate clauses.
8. Integrates a range of spelling strategies and conventions to
accurately spell most words, including words of many syllables.
9. Uses visuals to extend or clarify meaning, selects from a range
of media and experiments creatively with the production of
multimodal texts for audience impact.
Vocab C11 (see reading)
Vocab C12 (see reading)

Chris Fraser Literacy Numeracy Leader WSR

 LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent Writing
Modes/Skills

Writing 11 5 Letter writing: Teacher models writing letter a Cluster 9: Withdraw intensive Fast Finishers
1. Writes coherent, structured texts for a range of purposes and pgs:22-36 persuasive letter to Mission/The Big Man from support cluster group to teachers  Independent
contexts. G, P & V either the perspective of the mother or John help desk (two or three students) tasks: BUG CLUB
2. Deliberately structures language in a way that creates more
W & R trying to convince them that they should leave and scaffold students to complete  Re-reading letter
cohesive, imaginative, informative and persuasive texts..
3. Shows awareness of accurately acknowledging sources in R & C John with his family. (complete heading, the addressee and paragraph 1 to a friend
relevant texts. Letter vocab salutation and paragraph one). Cluster 10: Withdraw targeted  Writing a letter
4. Refines writing in response to feedback. Persuasive cluster group to teachers help independently to a
5. Selects appropriate language for purpose, e.g. descriptive, vocab desk (two or three students) and person of choice
persuasive, topic, technical, evaluative, emotive, and colloquial.
review writing so far and scaffold  Choosing a similar
6. Uses topic sentences and appropriately organises main and
subordinate ideas. students to complete the text from the
7. Experiments with using complex punctuation to engage the addressee and paragraph 1. classroom set and
reader and achieve purpose. Cluster 11/12: Withdraw list difficult
8. Applies knowledge of generalisations, meanings of base words Paragraph one should include the arguments universal cluster group to words and find
and word parts (prefixes and suffixes) to spell new words.
why the family needs to stay together. teachers help desk and review their meanings
9. Writes fluently with appropriate size, slope and spacing.
10. Uses word processing programs confidently and accurately, writing so far and include peer
integrating various functions. feedback to complete the
11. Plans and designs more complex multi modal texts addressee and paragraph 1.
Writing 12 6 Thinking partners create lists of powerful Cluster 9: Withdraw intensive
1. Writes sustained texts for a wide range of purposes.
W & R words for their paragraph. support cluster group to teachers
2. Makes choices about the type and form of texts, including
combinations of forms and types, to suit purpose and audience. R & C help desk (two or three students)
3. Creates well planned, extended texts that include more reread and to assist students to use
Teacher uses the previous modelled
complex and detailed subject matter and language features such powerful/persuasive language.
edit paragraph and adds persuasive/emotive
as nominalisation. Cluster 10: Withdraw targeted
4. Critically reflects on effectiveness of own/others’ writing and Reflecting words to make it more convincing. cluster group to teachers help
seeks and responds to feedback from others. on learning e.g. adored, supported, cared for, nurtured, desk (two or three students) to
5. Selects some sophisticated and subtle language features,
literary devices (e.g. irony, humour) and grammatical features loved assist students to use
(e.g. modality) to engage and influence an audience. http://www.slideshare.net/GjDarma/emotiv powerful/persuasive language.
6. Makes sentence level choices (e.g. short sentences to build e-words-list Cluster 11/12: Withdraw
tension; complex sentences to add detail) using a variety of
universal cluster group to
sentence beginnings and dependent clauses.
7. Uses a range of punctuation to enhance meaning and clarity, Teacher changes the structure (position of teachers help desk to teachers
including the use of brackets to enclose additional information, help desk to assist students to
phrases) of the sentences. Does it still make
quotation marks and commas to indicate clauses. use powerful/persuasive language.
8. Integrates a range of spelling strategies and conventions to sense? Is it more powerful? E.g. “When he
accurately spell most words, including words of many syllables. finished, …(pg 23)
9. Uses visuals to extend or clarify meaning, selects from a range
of media and experiments creatively with the production of
multimodal texts for audience impact.
Vocab C11 (see reading)
Vocab C12 (see reading)

Chris Fraser Literacy Numeracy Leader WSR

 LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent Writing
Modes/Skills

Writing 11 7 Letter writing: Teacher uses model writing from READ & REVIEW Students: Fast Finishers
1. Writes coherent, structured texts for a range of purposes and pgs:22-36 previous session to write a second paragraph  improve their writing: review  Independent
contexts. G, P & V explaining how they would feel if they were and refine their paragraphs tasks: BUG CLUB
2. Deliberately structures language in a way that creates more
W & R separated. add to their previous paragraph  Re-reading letter
cohesive, imaginative, informative and persuasive texts.
3. Shows awareness of accurately acknowledging sources in R & C to a friend
relevant texts. Letter vocab PARTNER EDITING:  Writing a letter
4. Refines writing in response to feedback. Persuasive  paragraph is read by a independently to a
5. Selects appropriate language for purpose, e.g. descriptive, vocab partner for editing and person of choice
persuasive, topic, technical, evaluative, emotive, and colloquial.
reflection using the writing  Choosing a similar
6. Uses topic sentences and appropriately organises main and
e.g. mortified, anguish, distressed, criteria. text from the
subordinate ideas.
7. Experiments with using complex punctuation to engage the homesick classroom set and
reader and achieve purpose. http://www.slideshare.net/GjDarma/emotiv Paragraph is revised. list difficult
8. Applies knowledge of generalisations, meanings of base words words and find
e-words-list
and word parts (prefixes and suffixes) to spell new words.
 extract words for teaching various their meanings
9. Writes fluently with appropriate size, slope and spacing.
10. Uses word processing programs confidently and accurately, spelling strategies.
integrating various functions.
 change the structure (position of
11. Plans and designs more complex multi modal texts
Writing 12 phrases) of the sentences. Does it still
1. Writes sustained texts for a wide range of purposes. make sense? “When he finished, …(pg
2. Makes choices about the type and form of texts, including 23)
combinations of forms and types, to suit purpose and audience.
3. Creates well planned, extended texts that include more  add another descriptive sentence using
complex and detailed subject matter and language features such pronouns (eg I, we, they, she ) and
as nominalisation. conjunctions .
4. Critically reflects on effectiveness of own/others’ writing and
seeks and responds to feedback from others.  add and insert errors to the sentence
5. Selects some sophisticated and subtle language features, and students make corrections
literary devices (e.g. irony, humour) and grammatical features 8 Publishing: Publishing: typing on the
(e.g. modality) to engage and influence an audience.
6. Makes sentence level choices (e.g. short sentences to build
W & R Teacher models necessary computer skills computer
tension; complex sentences to add detail) using a variety of R & C on the IWB for students to publish their
sentence beginnings and dependent clauses. reread and letters. TEACHER EDITING While
7. Uses a range of punctuation to enhance meaning and clarity,
including the use of brackets to enclose additional information,
edit eg formatting (paragraphing), fonts, regular students are publishing,
quotation marks and commas to indicate clauses. Reflecting saving etc. students can be withdrawn to
8. Integrates a range of spelling strategies and conventions to on learning be given further assistance
accurately spell most words, including words of many syllables.
9. Uses visuals to extend or clarify meaning, selects from a range
of media and experiments creatively with the production of
multimodal texts for audience impact.
Vocab C11 (see reading)
Vocab C12 (see reading)

Chris Fraser Literacy Numeracy Leader WSR

 APPENDIX
 Text set
 Monitoring
 Letter organiser
 Story cubes
 Extra questions to incorporate
 Four levels of feedback
 Success criteria for clusters 9-12
 English syllabus content descriptors
covered by the unit

Chris Fraser Literacy Numeracy Leader WSR

 VOCAB/GRAMMAR FOR TEXT SET:

READING: Using the text set below, cover the same literacy continuum markers and English syllabus content descriptors as listed in this unit.
WRITING: Follow this unit outline and create a character, setting and/or plot to create a complete imaginative text.
Stolen girl Rabbit-proof fence Albert Namatjira
Rabbit Proof Fence excerpt found at
http://aso.gov.au/titles/features/rabbit-proof-
Vocab & fence/clip1/

Spelling

‘
Grammar &
Punctuation

WRAP UP (R & V, S & L) : Compare and contrast texts Evaluate and personally respond to texts Justify favourite text

Chris Fraser Literacy Numeracy Leader WSR

 MONITORING From Assessment to Conferring: Sample Needs and Strategies

What We Are Seeing Potential Goals Possible Strategy Alternative Strategy

Reading too quickly Fluency Adjust and apply different reading rates to Phrasing, use punctuation
match text
Leaving off ends of words Accuracy Cross checking Chunk letters together

Little expression, lacks prosody, and omits punctuation Fluency Phrasing, using punctuation Voracious reading

Can’ t remember what was read Comprehension Check for understanding Retell or summarize
Make a picture or mental image
Determine importance using theme, main ideas, & supporting details
Stalls on words Accuracy Skip the word, then come back Blend sounds; stretch and reread

Student jumps right into reading story, then lacks understanding Comprehension Use prior knowledge to connect with text Ask questions while reading
Make connections to text
Doesn’t remember details but understands the main idea Comprehension Retell the story Recognize literary elements

Doesn’t stick with a book Reading Behaviors Read appropriate-level text Voracious reading
Book Selection Choose good-fit books

Chooses books that are too hard Reading Behaviors Read appropriate-level text Ask, Does this make sense?
Fluency
Expand Vocabulary
Comprehension
Accuracy
Can comprehend literally but can’t read between the lines Comprehension Infer and support with evidence Ask questions while reading
Predict what will happen; use text to confirm

Reads words with correct letters but wrong sounds Accuracy Flip the sound Cross checking

Sounds out each individual letter Accuracy Chunk letters together Blend sounds

Beginning reader, knows few words but most letter sounds Fluency Practice common sight words and high-frequency Blend sounds; stretch and reread
Accuracy words

Doesn’t remember details from nonfiction Comprehension Use text features (titles, headings, captions, Determine and analyze author’s purpose and support with text
graphic features)
Doesn’t understand the text because does not understand key word Expand Vocabulary Tune in to interesting words Reread to clarify the meaning of a word
in selection Ask someone to define the word for you
The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, “The Sisters.” Copyright © 2009. Stenhouse Publishers.

Chris Fraser Literacy Numeracy Leader WSR

 LETTER ORGANISER
Addressee details Sender details
Name Name

Address Address

Date

Salutation
Hello,
Dear….. Date
To whom it may concern,

Paragraph 1

Paragraph 2

Sign off

Yours faithfully,
Yours sincerely,
Regards

Signature

Date

Chris Fraser Literacy Numeracy Leader WSR

 STORY CUBE

Chris Fraser Literacy Numeracy Leader WSR

Chris Fraser Literacy Numeracy Leader WSR
Chris Fraser Literacy Numeracy Leader WSR
 Four levels of feedback
SELF TASK PROCESS SELF-REGULATION
Praise Instruction Assisting with strategies Self-monitoring to achieve
(with new learning) (with learning at some a goal
degree of proficiency) (with learning at a high
degree of proficiency)

TEACHER TEACHER TEACHER STUDENT

 Good girl!  This is how you work  How can you solve the  What strategy can I
 You’re a star! out the word - problem? use?
 Great work! swimm/ing  Let’s try Here, Hidden,  How can I work it out?
 Have you got a full stop Head to find the
and a capital? answer. TEACHER
 Let’s try sounding it  What strategy did you
out. Does it make use?
sense?

Chris Fraser Literacy Numeracy Leader WSR

 Success criteria highlighted
Student Criteria for Writing Cluster 9
Date
 Constructs well-sequenced text using language     
appropriate to purpose and audience.

 Uses some effective planning, eg: simple graphic     

organiser, questions, mind map.

 Uses a variety of spelling strategies to spell high     

frequency words correctly.

 Rereads texts during and after writing to check     

accuracy, consistency of meaning and fitness for
purpose.
 Structures texts using paragraphs composed of     
logically grouped sentences that deal with a particular
aspect of a topic
 Chooses verbs, adverbials, nouns and adjectivals to     
express specific ideas and details.

 Uses joined letters of consistent size.     

 Uses simple word processing functions eg spell check,     

grammar check. Experiments with creating simple
multimodal texts using digital text creation programs

Chris Fraser Literacy Numeracy Leader WSR

 Student Criteria for Writing Cluster 10
Date
 Creates texts about familiar and researched     
topics, eg: timeline, weblog entry.

 Locates resources and accesses information when     

planning.

 Uses morphemic, visual, phonic knowledge and     

knowledge of prefixes and suffixes to spell and
edit words
 Rereads and revises text to check and improve     
meaning, deleting unnecessary information or
adding new information.
 Creates meaningful sentences using a variety of     
sentence beginnings, including adverbial and
adjectival clauses to create complex sentences.
 Uses sentence and simple punctuation correctly.     

 Uses grammatical features such as pronouns,     

conjunctions and connectives to accurately link
ideas and information.

 Shows awareness of the need to justify opinions     

with supporting evidence.

 Consolidates handwriting that is consistent in     

form.

Chris Fraser Literacy Numeracy Leader WSR

 Student Criteria for Writing Cluster 11
Date
 Writes coherent, structured texts for a range of     
purposes and contexts.

 Deliberately structures language in a way that     

creates more cohesive imaginative, informative and
persuasive texts.
 Shows awareness of accurately acknowledging     
sources in relevant texts.

 Refines writing in response to feedback.     

 Selects appropriate language for purpose, e.g.     

PERSUASIVE

 Uses topic sentences & organises main &     

subordinate ideas.

 Experiments with using complex punctuation to     

engage the reader & achieve purpose

 Applies knowledge of generalisations, meanings of     

base words and word parts (prefixes and suffixes)
to spell new words
 Writes fluently with appropriate size, slope and     
spacing.

 Uses word processing programs confidently and     

accurately, integrating various functions.

 Plans and designs more complex multi modal texts.     

Chris Fraser Literacy Numeracy Leader WSR

 Student Criteria for Writing Cluster 12
Date
1. Writes sustained texts for a wide range of purposes.
    

2. Makes choices about the type and form of texts, including

    
combinations of forms and types, to suit purpose and audience.

3. Creates well planned, extended texts that include more

    
complex and detailed subject matter and language features such
as nominalisation.

4. Critically reflects on effectiveness of own/others’ writing and

    
seeks and responds to feedback from others.

5. Selects some sophisticated and subtle language features,

    
literary devices (e.g. irony, humour) and grammatical features (e.g.
modality) to engage and influence an audience.

6. Makes sentence level choices (e.g. short sentences to build

    
tension; complex sentences to add detail) using a variety of
sentence beginnings and dependent clauses.

7. Uses a range of punctuation to enhance meaning and clarity,

    
including the use of brackets to enclose additional information,
quotation marks and commas to indicate clauses.

8. Integrates a range of spelling strategies and conventions to

accurately spell most words, including words of many syllables.
    

9. Uses visuals to extend or clarify meaning, selects from a range

    
of media and experiments creatively with the production of
multimodal texts for audience impact.

Chris Fraser Literacy Numeracy Leader WSR

 READING & VIEWING Stage Three EN3-3A
Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Outcome: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and
Key Concept

technologies
Ethical and social dilemmas
Develop and apply contextual knowledge
*understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
*appreciate how demanding texts, eg extended novels and informative texts, contain increasing levels of complexity and abstraction to enhance enjoyment

*explain and justify the responsible use of digital technologies

Understand and apply knowledge of language forms and features
*compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
*analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
*recognise and compare how composers use a range of language features, including connectives, topic sentences and active and passive voice, to achieve their purposes

*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)

*identify the impact of first-person and third-person narration on the reader/viewer

*recognise how grammatical features help to build meaning in texts, including reference links and adverbial and adjectival phrases

*recognise evaluative language, including emotive language and modality

*understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

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)

*recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups

*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)
Respond to, read and view texts
*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)
*navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

*interpret picture books, comic strips and sequences of digital images which do not contain written text

*use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713)

*recognise how aspects of personal perspective influence responses to text

*summarise a text and evaluate the intended message or theme

*analyse and evaluate the way that inference is used in a text to build understanding in imaginative, informative and persuasive texts

*discuss aspects of literature that influence personal choice in reading

Chris Fraser Literacy Numeracy Leader WSR

SPEAKING AND LISTENING Stage Three EN3-1A
Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Outcome: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, Key Concept
Ethical and social dilemmas
ideas, issues and language forms and features
Develop and apply contextual knowledge

* compare and justify the ways in which spoken language differs from written language according to purpose, audience and context

* understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501)
* understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA 1516)

* understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA 1515)
Understand and apply knowledge of language forms and features
* use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts

* use appropriate metalanguage to identify and describe relationships between and among texts

* develop criteria to evaluate the effectiveness of spoken texts

* use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT 1795)
Respond to and compose texts
* 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 (ACELY 1700, ACELY 1710)
* use interaction skills eg paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
(ACELY 1796)
* 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 (ACELY 1816)
* participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
(ACELY 1709)

* identify and summarise key ideas and information from guest speakers eg note-taking or using digital technologies

* discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience

Chris Fraser Literacy Numeracy Leader WSR

WRITING AND REPRESENTING Stage Three EN3-2A

Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Key Concept

Outcome: Composes, edits and presents well-structured and coherent texts Ethical and social dilemmas

Engage personally with texts

*understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
*experiment and use aspects of composing that enhance learning and enjoyment

*recognise and discuss issues related to the responsible use of digital communication
Develop and apply contextual knowledge
*identify and explore underlying themes and central storylines in imaginative texts
*explore and analyse the effectiveness of informative and persuasive devices in texts
*understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language
Understand and apply knowledge of language forms and features
*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 (ACELY1704, ACELY1714)
*understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration

*understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

*investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
Respond to and compose texts
*compose imaginative and informative texts that show evidence of developed ideas

*compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues

*present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
*create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

*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)

*compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics

*use increasingly complex research data from print and digital sources to compose short and sustained texts

*assess the reliability of resources, including digital resources, when researching topics

*reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)

*develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1706, ACELY1716)

*use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)

Chris Fraser Literacy Numeracy Leader WSR

RESPONDING AND COMPOSING Stage Three EN3-5B
Objective B Use language to shape and make meaning according to purpose, audience and context

Key Concept
Outcome: Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
Ethical and social dilemmas
contexts
Develop and apply contextual knowledge
* identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers’ and viewers’
understanding of texts

* discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
Understand and apply knowledge of language forms and features
* identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purposes of the text (ACELY
1701)
* identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the
reader or viewer
* 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 (ACELA 1797)

* analyse strategies authors use to influence readers (ACELY 1801)

* understand the use of objective and subjective language and bias (ACELA 1517)
* discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout conventions in print and digital texts

Respond to and compose texts

* compose more complex texts using a variety of forms appropriate to purpose and audience

* recognise the techniques used by writers to position a reader and influence their point of view

* identify and use a variety of strategies to present information and opinions across a range of texts

* consider and develop sustained arguments and discussions supported by evidence

Chris Fraser Literacy Numeracy Leader WSR

GRAMMAR, PUNCTUATION AND VOCAB Stage Three EN3-6B
Objective B Use language to shape and make meaning according to purpose, audience and context

Outcome: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and Key Concept
Ethical and social dilemmas
cohesive texts in different media and technologies

Develop and apply contextual knowledge

*understand that language is structured to create meaning according to audience, purpose and context
*understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts
Understand and apply knowledge of language forms and features
*identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

*understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)
*experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation
*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)

*understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
*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)
*identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause and effect and indicate condition/concession
*use complex punctuation to engage the reader and achieve purpose
*understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
*understand the uses of commas to separate clauses (ACELA1521)
Understand and apply knowledge of vocabulary
*understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
*investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Respond to and compose texts
*select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience

*experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail

*use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts

*select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

*use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts

Chris Fraser Literacy Numeracy Leader WSR

SPELLING Stage Three EN3-4A
Objective A Communicate through speaking, listening, reading, writing, viewing and representing

Outcome: Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing Key Concept
Ethical and social dilemmas
texts

Develop and apply contextual knowledge

* understand how accurate spelling supports the reader to read fluently and interpret written text with clarity

Understand and apply knowledge of language forms and features

* 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 (ACELA1513, ACELA1514, ACELA1526)

*understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Respond to and compose texts

* recognise most misspelt words in their own writing and use a variety of resources for correction

* integrate a range of spelling strategies and conventions to accurately spell most words, including words of many syllables, when composing imaginative and other
texts

* use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing texts

* demonstrate an awareness of the limitations of spell check features in digital communication

Chris Fraser Literacy Numeracy Leader WSR

THINKING CREATIVELY AND IMAGINATIVELY Stage Three EN3-7C
Objective C Think in ways that are imaginative, creative, interpretive and critical

Key Concept
Outcome: Thinks imaginatively, creatively, interpretively and critically about information and ideas Ethical and social dilemmas
and identifies connections between texts when responding to and composing texts

Engage personally with texts

• recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning

• interpret events, situations and characters in texts

• explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience

• think critically about aspects of texts such as ideas and events

• think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text
Develop and apply contextual knowledge
• 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 (ACELT 1616)
• compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest

• explore and discuss simple appropriation of texts

Understand and apply knowledge of language forms and features
• understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA
1518)
• identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT 1617)
Respond to and compose texts

• create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT 1612, ACELT 1618)

• adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events

• analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT 1614)

• experiment with others' imaginative texts by changing aspects such as time, place, characters, rhythm, mood, sound effects and dialogue

• interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts

Chris Fraser Literacy Numeracy Leader WSR

EXPRESSING THEMSELVES Stage Three EN3-8D
Objective D Express themselves and their relationships with others and their world
Outcome: Identifies and considers how different viewpoints of their world, including aspects of culture, are
Key Concept
Ethical and social dilemmas
represented in texts
Engage personally with texts

*recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

*consider how texts about local events and issues in the media are presented to engage the reader or viewer
Develop and apply contextual knowledge
*make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts
(ACELT1613)

*understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

*identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
Understand and apply knowledge of language forms and features

* recognise how the use of language and visual features can depict cultural assumptions in texts
*identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews,
explanations, anecdotes and recitations
Respond to and compose texts

*identify and describe the representation of people, places and events in film and the media

*explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life
*clarify 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 (ACELY 1699)

*discuss and explore moral, ethical and social dilemmas encountered in texts

*respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world

*compose a variety of texts, eg poetry, that reflect their understanding of the world around them

*discuss aspects of literature from a range of cultures to explore common experiences and ideas as well as recognising difference

Chris Fraser Literacy Numeracy Leader WSR

REFLECTING ON LEARNING Stage Three EN3-9E
Objective E Learn and reflect on their learning through their study of English

Key Concept

Outcome: Recognises, reflects on and assesses their strength as a learner Ethical and social dilemmas

Develop and apply contextual knowledge

*begin to understand the difference between their way of learning and the way others learn

* reflect on own learning achievements against specific criteria

Understand and apply knowledge of language forms and features

*recognise that there is a language for discussing learning experiences

* discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts
Respond to and compose texts

* develop criteria for assessing their own and others’ presentations

* critically reflect on the effectiveness of their own and others’ writing, seeking and responding to feedback

* identify selections of own writing that they believe reflect their growth and competence as writers

* formulate questions for specific purposes, eg to clarify and reflect

* discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers
to achieve a goal

* describe how skills in speaking, listening, reading/viewing and writing/representing contribute to language development

Chris Fraser Literacy Numeracy Leader WSR