composes and reviews a range of texts that are more Key concept: Informative text structure Literacy Continuum demanding in terms of topic, audience and language Develop and apply contextual knowledge *identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences Year Three *experiment and share aspects of composing that enhance learning and enjoyment Cluster 9 * discuss issues related to the responsible use of digital communication Understand and knowledge of language forms and features Reading *plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details Comprehension for a widening range of audiences, demonstrating increasing control over text structures and language features Vocabulary Knowledge (ACELY1682, ACELY1694) Aspects of Writing *understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary Aspects of Speaking texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) Respond to and compose texts *plan, compose and review imaginative and persuasive texts *discuss aspects of planning to writing, eg knowledge of topic, specific vocabulary and language features Year Four Cluster 10 *plan and organise ideas using headings, graphic organisers, questions and mind maps *create imaginative texts based on characters, settings and events from students' own and other cultures using visual Reading Texts features, for example perspective, distance and angle (ACELT1601, ACELT1794) Comprehension *create that adapt language features and patterns encountered in literary texts, for example characterisation, Vocabulary Knowledge rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) Aspects of Writing *experiment with visual, multimodal and digital processes to represent ideas encountered in texts Aspects of Speaking *identify elements of writing that need improvement and review using feedback from teacher and peers *reread and edit for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) *reread and edit for meaning by adding, deleting or moving or word groups to improve content and structure (ACELY1695)
composes and reviews a range of texts that are more demanding in terms of topic, audience and language Key concept: Informative text structure Literacy Continuum Develop and apply contextual knowledge Year Three Cluster 9 Reading Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Year Four Cluster 10 Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking *identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences *experiment and share aspects of composing that enhance learning and enjoyment * discuss issues related to the responsible use of digital communication Understand and knowledge of language forms and features *plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694) *understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) Respond to and compose texts *plan, compose and review imaginative and persuasive texts *discuss aspects of planning to writing, eg knowledge of topic, specific vocabulary and language features *plan and organise ideas using headings, graphic organisers, questions and mind maps *create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601, ACELT1794) *create that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) *experiment with visual, multimodal and digital processes to represent ideas encountered in texts *identify elements of writing that need improvement and review using feedback from teacher and peers *reread and edit for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) *reread and edit for meaning by adding, deleting or moving or word groups to improve content and structure (ACELY1695)
space-solar_system_s2__1_.docx