Technology Research Cards
Students will use technology to research the questions provided on their given card.
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Learning goals
- We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
- We are learning to plan and deliver oral or multimodal short presentations, providing some key details in logical sequence.
- We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
- We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
- We are learning to select, navigate and read texts, using decoding strategies and identifying structural features to monitor meaning, e.g. table of contents, glossary, chapters, headings and subheadings.
- We are learning to select, navigate and read texts, using decoding strategies and identifying structural features, e.g. table of contents, glossary, chapters, headings and subheadings.
Curriculum alignment
AC9E6LY04
9
Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
AC9E5LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
AC9E3LY07
9
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
ACELY1720
8.4
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing
ACELY1712
8.4
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
ACELY1703
8.4
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
ACELY1677
8.4
Plan and deliver short presentations, providing some key details in logical sequence
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN3-3A
old
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-CWT-03
new
Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02
new
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-01
new
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELY346
Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning
VCELY319
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
VCELY276
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Students can develop a presentation to show the class on their research topic. Students may use their research topic as a narrative starter.Teach it your way
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