Y1 Literacy: They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics. Y1 Literacy: They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics. Y1 Literacy: They accurately use knowledge of text structure, letters, words, sentences and directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence Y2 Literacy: They locate literal information in written texts. Y2 Literacy: They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. Y2 Literacy: They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. Y2 Literacy: They locate literal information in written Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book? E5 Define 1/2/3/4 rubric where 3 is the expected level: Define items on PLJs and explain how they are expectations for all students in Victorian Schools. Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Resource Used box on the worksheet to score 3? What if you forget capital letters? Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book? Define 1/2/3/4 rubric 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book? Lesson 5 Lesson 6 Lesson 7 Lesson 8
developing ideas developing Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’ LITERATURE Year 1 Year 2 Literature and context Elaborations Literature and context Elaborations Discuss how authors create characters using language and images identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous discussing the characters of fictional animals and how they
relate to those of humans Responding to literature Elaborations Responding to literature Elaborations Discuss characters and events in a of literary texts and share personal responses to these texts, making connections with students' own experiences discussing characters from books and films and whether these are life-like or imaginary (for example talking animals) comparing characters and events in to students’ own experiences Compare opinions about characters, events and settings in and between texts LITERACY Year 1 Year 2 Interacting with others Elaborations Interacting with others Elaborations Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions listening for details in spoken informative texts participating in informal and structured 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 listening, questioning and positive body language and understanding that different cultures may approach these differently Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions 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
formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space') participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others taking turns, asking and answering questions and attempting to involve others in discussions demonstrating active listening behaviour and responding to what others say in pair, group and class discussions experimenting with volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems attempting correct pronunciation of new vocabulary 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 discussing appropriate conventions to use in group discussions exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’ participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities asking relevant questions and making connections with personal experiences and the contributions of others brainstorming topics, contributing ideas and acknowledging the ideas of others speaking clearly and with appropriate intonation understanding how to disagree with a point of view or offer an alternative idea courteously experimenting with presentation strategies such as volume and intonation Interpreting, analysing, evaluating Elaborations Interpreting, analysing, evaluating Elaborations Describe some differences between imaginative informative and persuasive texts comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’ Identify the audience of imaginative, informative and persuasive texts 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