Learning goals
- We are learning to listen to others when taking part in conversations, take turns, contribute ideas, use appropriate language and interaction skills.
- We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
- We are learning to listen to others when taking part in conversations, contribute ideas, use appropriate language and interaction skills.
- We are learning to interact in pair, group and class discussions, taking turns when responding.
- We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to listen for key information and instructions and build upon ideas in discussions.
- We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
- We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.
Curriculum alignment
AC9E2LY02
9
Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
AC9E2LY06
9
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
AC9E1LY02
9
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
ACELY1666
8.4
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions
ACELY1789
8.4
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately
ACELY1788
8.4
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace
ACELY1656
8.4
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
ACELY1671
8.4
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
ACELY1672
8.4
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
ACELY1674
8.4
Construct texts featuring print, visual and audio elements using software, including word processing programs
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
EN1-2A
old
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
EN1-1A
old
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
EN1-CWT-01
new
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
VCELY244
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner
VCELY210
Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others
VCELY230
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
VCELY231
Reread and edit text for spelling, sentence-boundary punctuation and text structure
VCELY233
Construct texts featuring print, visual and audio elements using software, including word processing programs
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
- Use sentence stems or visuals for early readers
- Pair with mini whiteboards for oral discussion before writing
- Allow audio recording instead of writing for supported students
Extensions
- Ask students to write follow-up questions for next session
- Use completed sheets in student portfolios or conferences
- Assign reflection roles (e.g. summariser, connector, questioner)
Teach it your way
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