Questioning

QUESTIONING

YEAR LEVEL
ENGLISH STRANDS
ENGLISH SUB-STRANDS
SUB-STRAND ELEMENT
ELABORATION
ENGLISH TYPE
ELEMENT CODE
GENERAL CAPABILITIES
CROSS-CURRICULA PRIORITIES
0F
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
(ACELY1646)
Critical and creative thinking , Literacy , Personal and social competence

0F
LITERACY
Interacting with others
Deliver short oral presentations to peers (ACELY1647)
sharing a personal experience, interest or discovery with peers in a semi-formal situation

using visual cues to practise staying on topic
LISTENING, SPEAKING
(ACELY1647)
Personal and social competence
Sustainability
0F
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
(ACELY1650)
Critical and creative thinking , Literacy
Aboriginal Torres Strait Is history and culture
1
LANGUAGE
Language for interaction
Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
• learning the difference between questions and statements, requests and commands

• learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions
LISTENING, READING, SPEAKING, WRITING
(ACELA1446)
Critical and creative thinking , Personal and social competence

1
LANGUAGE
Text structure and organisation
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
• using intonation and pauses in response to punctuation when reading

• reading texts and identifying different sentence-level punctuation

• writing different types of sentences, for example statements and questions, and discussing appropriate punctuation
LISTENING, READING, SPEAKING, WRITING
(ACELA1449)
Literacy

2
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
(ACELY1670)
Critical and creative thinking , Literacy , Personal and social competence

3
LITERATURE
Responding to literature
Develop criteria for establishing personal preferences for literature (ACELT1598)
building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)

selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
LISTENING, READING, SPEAKING, WRITING
(ACELT1598)
Critical and creative thinking , Literacy , Personal and social competence

3
LITERACY
Interacting with others
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

experimenting with voice effects in formal presentations such as tone, volume and pace
SPEAKING
(ACELY1792)
Literacy , Personal and social competence

4
LITERACY
Interacting with others
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations

developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts
LISTENING, SPEAKING
(ACELY1688)
Critical and creative thinking , Literacy , Personal and social competence

4
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
(ACELY1691)
Literacy

5
LITERATURE
Responding to literature
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm
LISTENING, READING, SPEAKING, WRITING
(ACELT1609)
Critical and creative thinking , Ethical behaviour , ICT, Intercultural understanding, Personal and social competence

5
LITERATURE
Examining literature
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
LISTENING, READING, SPEAKING, WRITING
(ACELT1610)
Critical and creative thinking , Intercultural understanding, Personal and social competence
Aboriginal Torres Strait Is history and culture, Sustainability
5
LITERACY
Interacting with others
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
LISTENING, SPEAKING
(ACELY1796)
Critical and creative thinking , Literacy , Personal and social competence

5
LITERACY
Interacting with others
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
LISTENING, SPEAKING
(ACELY1700)
Critical and creative thinking , Literacy , Personal and social competence

5
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
(ACELY1701)
Critical and creative thinking , Literacy
Sustainability
6
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
(ACELA1525)
Literacy

6
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
(ACELY1709)
Critical and creative thinking , Personal and social competence

6
LITERACY
Interacting with others
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 (ACELY1816)
participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations

using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
LISTENING, SPEAKING
(ACELY1816)
Critical and creative thinking , Personal and social competence

6
LITERACY
Interacting with others
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 (ACELY1710)
using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
LISTENING, READING, SPEAKING, WRITING
(ACELY1710)
ICT, Literacy , Personal and social competence

6
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
(ACELY1713)
Critical and creative thinking , ICT, Literacy