Comprehension

COMPREHENSION

YEAR LEVEL
ELEMENT CODE
ENGLISH STRANDS
ENGLISH SUB-STRANDS
SUB-STRAND ELEMENT
ELABORATION
ENGLISH TYPE
GENERAL CAPABILITIES
CROSS-CURRICULA PRIORITIES
0F
(ACELA1430)
LANGUAGE
Text structure and organisation
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
sharing experiences of different texts and discussing some differences

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’, repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases
READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

0F
(ACELA1786)
LANGUAGE
Expressing and developing ideas
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

exploring how the combination of print and images in texts create meaning
LISTENING, SPEAKING


0F
(ACELA1437)
LANGUAGE
Expressing and developing ideas
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
building vocabulary through multiple speaking and listening experiences

discussing new vocabulary found in texts

bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics
LISTENING, READING, SPEAKING, WRITING
Literacy , Personal and social competence

0F
(ACELT1575)
LITERATURE
Literature and context
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
recognising that there are storytellers in all cultures

viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources

comparing experiences depicted in stories with students’ own

engaging with texts that reflect the social and cultural groups to which students belong
READING, WRITING
Intercultural understanding, Literacy , Personal and social competence
Aboriginal Torres Strait Is history and culture
0F
(ACELT1783)
LITERATURE
Responding to literature
Share feelings and thoughts about the events and characters in texts (ACELT1783)
talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

using art forms and beginning forms of writing to express personal responses to literature and film experiences

talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

0F
(ACELT1578)
LITERATURE
Examining literature
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines

listening, responding to and joining in with rhymes, poems, chants and songs
LISTENING, READING, SPEAKING, WRITING
Intercultural understanding, Personal and social competence

0F
(ACELY1646)
LITERACY
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
listening to, remembering and following simple instructions

sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps

listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question

participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language

participating in class, group and pair discussions about shared experiences including shared texts

asking and answering questions to clarify understanding
LISTENING, READING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

0F
(ACELY1648)
LITERACY
Interpreting, analysing and evaluating
Identify some differences between imaginative and informative texts (ACELY1648)
talking about what is ‘real’ and what is imagined in texts

identifying and selecting texts for information purposes and commenting on how the text might help with a task
READING
Critical and creative thinking , Literacy

0F
(ACELY1649)
LITERACY
Interpreting, analysing and evaluating
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

reading aloud with attempts at fluency and intonation

attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning
READING
Literacy

0F
(ACELY1650)
LITERACY
Interacting with others
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
talking about the meanings in texts listened to, viewed and read

visualising elements in a text (for example drawing an event or character from a text read aloud)

providing a simple, correctly-sequenced retelling of narrative texts

relating one or two key facts from informative texts

finding a key word in a text to answer a literal question

making links between events in a text and students’ own experiences

making an inference about a character's feelings

discussing and sequencing events in stories

drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical
LISTENING, SPEAKING, WRITING
Critical and creative thinking , Literacy
Aboriginal Torres Strait Is history and culture
1
(ACELA1444)
LANGUAGE
Language for interaction
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
• recognising the effect of words, symbols, gestures and body language on the way communications are received by others
LISTENING, SPEAKING
Intercultural understanding, Literacy , Personal and social competence

1
(ACELA1447)
LANGUAGE
Text structure and organisation
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
• discussing and comparing the purposes of familiar texts drawn from local contexts and interests

• becoming familiar with the typical stages of types of text including recount and procedure

• using different types of texts, for example procedures (including recipes) and discussing the text structure
LISTENING, READING, WRITING
Critical and creative thinking , Literacy

1
(ACELA1453)
LANGUAGE
Expressing and developing ideas
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
• talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’
READING
Critical and creative thinking , Literacy
Sustainability
1
(ACELT1582)
LITERATURE
Responding to literature
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
• discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)

• comparing characters and events in texts to students’ own experiences
LISTENING, READING, SPEAKING
Critical and creative thinking , Personal and social competence

1
(ACELY1656)
LITERACY
Interacting with others
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
• listening for details in spoken informative texts

• participating in informal and structured class, group and pair discussions about content area topics, ideas and information

• speaking clearly and with appropriate volume

• interacting confidently and appropriately with peers, teachers, visitors and community members

• learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently

• formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
LISTENING, SPEAKING
Critical and creative thinking , Intercultural understanding, Personal and social competence

1
(ACELY1657)
LITERACY
Interacting with others
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
• reporting the results of group discussions

• providing simple explanations about how to do or make something

• giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words
LISTENING, SPEAKING
Literacy , Personal and social competence

1
(ACELY1658)
LITERACY
Interpreting, analysing and evaluating
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
• comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’

• selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum
LISTENING, READING, SPEAKING
Critical and creative thinking , Literacy

1
(ACELY1659)
LITERACY
Interpreting, analysing and evaluating
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
• using contextual and semantic knowledge to make predictions about a text’s purpose and content

• combining knowledge of context, meaning, grammar and phonics to decode text

• recognising most high frequency sight words when reading text

• self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge

• reading aloud with developing fluency and intonation
READING, SPEAKING
Critical and creative thinking , Literacy

1
(ACELY1660)
LITERACY
Interpreting, analysing and evaluating
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
• using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading

• making connections between the text and students’ own experiences, and between information in print and images

• finding key information in a text

• making inferences about characters’ feelings and motives

• building knowledge about the topic of the text and learning new vocabulary before and during reading

• making predictions from the cover, from illustrations and at points in the text before reading on

• retelling the events or key information in the text orally, in writing and/or through digital or arts media
LISTENING, READING, SPEAKING
Critical and creative thinking , ICT, Literacy , Personal and social competence

2
(ACELA1462)
LANGUAGE
Language for interaction
Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’

exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences

exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Ethical behaviour , Intercultural understanding, Personal and social competence

2
(ACELA1463)
LANGUAGE
Text structure and organisation
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images

becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions
LISTENING, READING, SPEAKING, WRITING
Literacy

2
ACELA1464)
LANGUAGE
Text structure and organisation
Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things

mapping examples of word associations in texts, for example words that refer to the main character
LISTENING, READING, SPEAKING, WRITING
Literacy

2
(ACELA1469)
LANGUAGE
Expressing and developing ideas
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators
READING
Critical and creative thinking , Literacy

2
(ACELA1470)
LANGUAGE
Expressing and developing ideas
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
interpreting new terminology drawing on prior knowledge, analogies and connections with known words
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy
Sustainability
2
(ACELT1587)
LITERATURE
Literature and context
Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
exploring iconography of Aboriginal and Torres Strait Islander cultures

recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources

discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
LISTENING, READING, SPEAKING
Critical and creative thinking , Ethical behaviour , Intercultural understanding
Aboriginal Torres Strait Is history and culture
2
(ACELT1589)
LITERATURE
Responding to literature
Compare opinions about characters, events and settings in and between texts (ACELT1589)
discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own
LISTENING, READING, SPEAKING
Ethical behaviour , Intercultural understanding, Literacy , Personal and social competence

2
(ACELT1590)
LITERATURE
Responding to literature
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences

connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships

drawing, writing and using digital technologies to capture and communicate favourite characters and events
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , ICT, Intercultural understanding, Literacy , Personal and social competence

2
(ACELT1591)
LITERATURE
Examining literature
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters

describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings

identifying features of imaginary or fantasy texts, for example magic powers, shifts in time

investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used

comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view
LISTENING, READING, SPEAKING
Critical and creative thinking , Intercultural understanding
Aboriginal Torres Strait Is history and culture
2
(ACELY1666)
LITERATURE
Interacting with others
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
using spoken language for problem solving, and exploring ideas and concepts

listening for specific information and providing two or more key facts from an informative text spoken or read aloud

listening to, remembering and responding to detailed instructions
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

2
(ACELY1667)
LITERATURE
Interacting with others
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
adjusting presentation for different audiences

preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics

listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

2
(ACELY1668)
LITERATURE
Interpreting, analysing and evaluating
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts
LISTENING, READING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence
Sustainability
2
(ACELY1669)
LITERATURE
Interpreting, analysing and evaluating
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
using prior and learned knowledge and vocabulary to make and confirm predictions when reading text

using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts

using knowledge of sound–letter relationships and high frequency sight words when decoding text

monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge

using grammar and meaning to read aloud with fluency and intonation
READING
Critical and creative thinking , Literacy

2
(ACELY1670)
LITERATURE
Interpreting, analysing and evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic

making connections between information in print and images

building on and using prior knowledge and vocabulary

making valid inferences using information in a text and students’ own prior knowledge

predicting, asking and answering questions as they read, and summarising and reviewing meaning
READING
Critical and creative thinking , Literacy , Personal and social competence

2
(ACELY1671)
LITERATURE
Creating texts
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

sequencing content according to text structure

using appropriate simple and compound sentence to express and combine ideas

using vocabulary, including technical vocabulary, appropriate to text type and purpose
WRITING
Critical and creative thinking , Literacy

3
(ACELA1483)
LANGUAGE
Expressing and developing ideas
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture

observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
READING
Literacy

3
(ACELA1484)
LANGUAGE
Expressing and developing ideas
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context
LISTENING, READING, SPEAKING, WRITING
Ethical behaviour , Literacy

3
(ACELT1594)
LITERATURE
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
reading texts in which Aboriginal and Torres Strait Islander children/ young people are the central characters/protagonists and making links to students’ own lives, noting similarities

exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
LISTENING, READING, SPEAKING
Critical and creative thinking , Intercultural understanding, Literacy
Aboriginal Torres Strait Is history and culture, Asia and Australia’s engagement with Asia
3
(ACELT1596)
LITERATURE
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text

exploring texts that highlight issues and problems in making moral decisions and discussing these with others

drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Ethical behaviour , Intercultural understanding, Literacy , Personal and social competence

3
(ACELY1675)
LITERACY
Texts in context
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel

recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others

speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Literacy

3
(ACELY1678)
LITERACY
Interpreting, analysing and evaluating
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

3
(ACELY1679)
LITERACY
Interpreting, analysing and evaluating
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
combining different types of knowledge (for example world knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning

analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics

reading text types from a student’s culture to enhance confidence in building reading strategies

reading aloud with fluency and intonation

reading a wider range of texts, including chapter books and informative texts, for pleasure
READING
Critical and creative thinking , Literacy , Personal and social competence

3
(ACELY1680)
LITERACY
Interpreting, analysing and evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
making connections between the text and students own experience and other texts

making connections between the information in print and images

making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

using text features and search tools to locate information in written and digital texts efficiently

determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification

making considered inferences taking into account topic knowledge or a character’s likely actions and feelings
LISTENING, READING, SPEAKING
Critical and creative thinking , ICT, Literacy , Personal and social competence
Sustainability
4
(ACELA1489)
LANGUAGE
Language for interaction
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence
Sustainability
4
(ACELA1490)
LANGUAGE
Text structure and organisation
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports
LISTENING, READING, SPEAKING, WRITING
Literacy

4
(ACELA1793)
LANGUAGE
Expressing and developing ideas
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
•participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information
READING
Literacy , Numeracy

4
(ACELT1602)
LITERATURE
Literature and context
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time

comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors
WRITING
Literacy

4
(ACELT1603)
LITERATURE
Responding to literature
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts

drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Ethical behaviour , Intercultural understanding

4
(ACELT1604)
LITERATURE
Responding to literature
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

4
(ACELT1605)
LITERATURE
Examining literature
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

4
ACELY1686)
LITERACY
Texts in context
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Ethical behaviour , Literacy , Personal and social competence

4
(ACELY1689)
LITERACY
Interacting with others
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

4
(ACELY1690)
LITERACY
Interpreting, analysing and evaluating
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify with them
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

4
(ACELY1691)
LITERACY
Interpreting, analysing and evaluating
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including self correction strategies such confirming and cross-checking

reading aloud with fluency and expression

reading a wide range of different types of texts for pleasure
READING
Literacy

4
(ACELY1692)
LITERACY
Interpreting, analysing and evaluating
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
making connections between the text and students’ own experience and other texts

making connections between information in print and images

building and using prior knowledge and vocabulary

finding specific literal information

asking and answering questions

creating mental images

finding the main idea of a text

inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds

bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , ICT, Literacy , Personal and social competence
Sustainability
5
(ACELA1511)
LANGUAGE
Expressing and developing ideas
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)
interpreting narrative texts told as wordless picture books

identifying and comparing sequences of images revealed through different hyperlink choices
READING, SPEAKING
Critical and creative thinking , ICT, Literacy

5
(ACELT1795)
LITERATURE
Responding to literature
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

5
(ACELT1611)
LITERATURE
Examining literature
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world

investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
LISTENING, READING, SPEAKING, WRITING
Ethical behaviour , Literacy

5
(ACELY1701)
LITERACY
Interpreting, analysing and evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy
Sustainability
5
(ACELY1702)
LITERACY
Interpreting, analysing and evaluating
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
bringing subject and technical vocabulary and concept knowledge to new reading tasks

selecting and using texts for their pertinence to the task and the accuracy of their information

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

Critical and creative thinking , Literacy

5
(ACELY1703)
LITERACY
Interpreting, analysing and evaluating
Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , ICT, Literacy

5
(ACELY1705)
LITERACY
Creating texts
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact
READING
Literacy

6
(ACELA1517)
LANGUAGE
Language for interaction
Understand the uses of objective and subjective language and bias (ACELA1517)
understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)

differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

6
(ACELA1518)
LANGUAGE
Text structure and organisation
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts

examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

6
(ACELA1520)
LANGUAGE
Text structure and organisation
Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
noting how writers often leave out words that have already been mentioned (for example 'Tina ate three apples and Simon ate two. [apples]’)

noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?')

recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms

observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities
LISTENING, READING, SPEAKING
Literacy

6
(ACELA1525)
LANGUAGE
Expressing and developing ideas
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
LISTENING, READING, SPEAKING, WRITING
Literacy

6
(ACELT1613)
LITERATURE
Literature and context
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Personal and social competence

6
(ACELT1614)
LITERATURE
Responding to literature
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

6
(ACELT1616)
LITERATURE
Examining literature
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

6
(ACELT1617)
LITERATURE
Examining literature
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
identifying how language choice and imagery build emotional connection and engagement with the story or theme

describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole
LISTENING, READING, SPEAKING, WRITING
Literacy , Personal and social competence

6
(ACELY1708)
LITERACY
Texts in context
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers

using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy
Asia and Australia’s engagement with Asia
6
(ACELY1709)
LITERACY
Interacting with others
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions

exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses

recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
SPEAKING
Critical and creative thinking , Personal and social competence

6
(ACELY1711)
LITERACY
Interpreting, analysing and evaluating
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , ICT, Literacy

6
(ACELY1712)
LITERACY
Interpreting, analysing and evaluating
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)
bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information

using word identification, self-monitoring and self-correcting strategies

using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information

identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
READING
Critical and creative thinking , ICT, Literacy

6
(ACELY1713)
LITERACY
Interpreting, analysing and evaluating
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
making connections between the text and students’ own experience or other texts

making connections between information in print and images

finding specific literal information

using prior knowledge and textual information to make inferences and predictions

asking and answering questions

finding the main idea of a text

summarising a text or part of a text
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , ICT, Literacy

6
(ACELY1801)
LITERACY
Interpreting, analysing and evaluating
Analyse strategies authors use to influence readers (ACELY1801)
identify how authors use language to position the reader and give reasons
READING
Critical and creative thinking , Literacy

6
(ACELY1714)
LITERACY
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
WRITING
Critical and creative thinking , ICT, Literacy

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