English-literacy

Standard 1

Grades

K-P

1-3

• engage in book sharing routines with familiar and predictable texts
• become aware of different text forms
• discuss some differences between information text forms
• make connections between the ideas and events in texts and their own experiences
• recognise familiar signs by discussing print in the environment
• write their own name, signs and labels, and use letters and symbols during play in print and electronic mediums
• write or make their own name and use letters and letter-like shapes when experimenting with writing
• experiment with writing for their own purposes during play
• contribute to a range of joint construction activities to achieve a variety of purposes such as: observation
• develop awareness of some simple graphic organisers and thinking strategies to organise and classify information from teacher modelling
• experiment with imaginative ways of representing familiar experiences
• speak and listen in informal situations such as when playing with others, making things, greeting and farewelling others, making requests, giving apologies, and following instructions
• develop speaking skills beyond those in the home environment to communicate with familiar people
• join in conversations with peers and known adults

Standard 2

Grades 1-2

4-6

• read and view texts such as picture books, raps and rhymes, fairytales, information texts, simple picture dictionaries, advertising material, environmental print, simple electronic and media texts discuss the main ideas and identify some of the functions of the structures and features of information texts
• independently read and respond to short, simple texts about familiar ideas and issues
• use texts for different purposes
• read, without hesitation, some high frequency words
• develop awareness of the structures and features of visual texts
• write texts such as personal recounts, narratives, letters, retellings, recipes, instructions and information reports and T-charts in print and electronic mediums
• create short simple texts such as recounts, procedures, with sequenced ideas, that relate to the main idea for familiar audiences
• discuss the purposes and audiences of a range of simple text forms
• use a small range of words related to the topic including appropriate nouns and verbs
• use linking words when joining simple sentences. and, then
• use simple graphic organisers and other thinking strategies from teacher modelling and class co-construction to organise and classify information
• seek feedback and begin to reflect on choices of information tools and writing processes used to create texts
• spell some frequently used words, some words of one syllable
• build word families
• combine words and images to convey meaning
• speak and listen through discussions, conversations and presentations in small and large informal groups, such as when organising an activity, retelling and inventing stories, retelling jokes and riddles and news telling
• actively listen to spoken and electronic texts such as narratives, poems, recounts, instructions, procedures and reports
• interact informally with teachers, peers and known adults speaking about and listening to personally relevant topics in familiar situations within a school context
• share information, explore personally significant ideas, express own opinion, listen to and recall others’ opinions
• contribute to conversations and discussions in groups, agreeing or disagreeing with the different opinions presented
• give spoken presentations that sequence key events, explain familiar procedures or give simple instructions to peers showing awareness of the steps required
• ask questions, seeking information and / or clarification from peers and known adults, to explore ideas
• discuss some of the ways that problems can be solved through planning and goal-setting
• explore thinking strategies with others

Standard 3

Grades 5-6

7, 8, 9

• read and view texts such as picture books, chapter books, fables, easy fiction series, information texts, junior reference material, some newspaper articles, email, children’s magazines, CD ROMs, web pages, cartoons, accessible electronic and media texts
• recognise that particular texts are created for different audiences and purposes
• read and respond to accessible texts that entertain, inform, report, explain and present opinions
• consider some of the factors that influence personal responses to texts and discuss reasons for making personal reading choices
• identify some of the values, attitudes and beliefs that are represented in texts
• identify the major purpose and main ideas of a text, make inferences from directly stated supporting information and make connections between ideas in the text
• discuss the ways in which information and argument texts report and explain information and events and present opinions
• read, without hesitation, high frequency words, including subject-specific word that have been taught
• interpret some visual language features used to represent people, events, places and things in particular ways e.g. explain how strong vibrant colours may be used to indicate happiness and confidence
• consider the accuracy and relevance of some information and information sources
• write texts such as recounts, narratives, information reports, descriptions, arguments, procedures, explanations, simple concept maps, brochures, storyboards, data retrieval charts, Venn diagrams, PowerPoint® slideshows, email, online chat and instant messages, in print and electronic mediums
• compose a range of simple imaginative texts and simple information texts on familiar topics for familiar audiences
• identify the purposes for writing and compose texts for a range of purposes such as to entertain, inform, persuade and give an opinion e.g. recount personal experiences, give directions, persuade others to take actions
• consider which text forms and language features suit particular purposes and known audiences
• write narratives with plots, characters and setting that create a complication, attempt a resolution and include some description and action
• identify the structures and language features of the text form when writing simple recounts, descriptions, information reports and explanations that order information and express opinions
• use specific and technical vocabulary related to the topic including a variety of descriptive words such as nouns, verbs, adverbs and adjectives to develop ideas
• plan writing using some simple strategies such as brainstorming ideas and discussing them with others
• use a range of strategies to generate plausible attempts at spelling unfamiliar words when writing
• use technology responsibly and ethically and identify sources of information for a limited range of texts
• speak and listen exploring different ways of using language through discussions, conversations and presentations in small and large, mostly informal groups. Contexts include collaborative group work, inside outside circles, community of inquiry, class meetings, giving instructions, news telling, class meetings, designing and conducting inquiries and conducting an informal interview
• exchange information, share and explore ideas, make relevant statements, express opinions, ask questions and respond to other people’s opinions e.g. at a class meeting
• listen to and build on other people’s contributions to discussion
• speak and listen through conversations, discussions and presentations in formal and informal contexts such as collaborative group work, inside outside circles, literature circles, community of inquiry, specialised meetings and designing and conducting inquiries
• actively listen to electronic and spoken texts such as poetry, prose and drama, choral speaking, presentations by guest speakers, radio and television programs, podcasts, interviews, debates, reports, descriptions, reviews, explanations and arguments
• share, explore and consider ideas and issues about a topic or a concept, form a point of view, develop an argument and influence the opinions of others
• identify and comment on the opinions provided by others, propose additional points of view and extend ideas in conversations and
• plan activities, negotiate roles, monitor, give feedback and reflect on the performances of individual group members and the productivity of the group to ensure successful products or outcomes
• listen attentively to texts read aloud, viewed or performed identifying the main ideas and commenting on some of the information presented texts e.g. make notes while listening to a local news report about a local issue and comment on the accuracy of the information
• discuss their thinking processes and strategies and talk about the ways in which they have developed particular ideas and beliefs over time

Standard 4

Grades 7-8

10, 11, 12

• read young adolescent fiction, including series fiction, verse novels, poetry and song lyrics, one act plays, reference material, curriculum area texts, newspaper reports, magazine feature articles, advertisements, interviews, autobiographies, CD ROMs, DVDs, websites, accessible electronic and media texts
• interpret accessible texts read and viewed by explaining the main ideas, making inferences, drawing conclusions and exploring some of the similarities and differences in information presented by more than one text on the same topic giving reasons for interpretations by referring to the texts
• consider the ways in which information and argument texts report, explain information and present opinions from particular perspectives
• use some strategies to assess the accuracy, relevance and credibility of information and information sources
• write texts such as narratives, poems, scripts, diaries, reports, factual recounts, explanations, arguments, descriptions, persuasive posters, brochures, advertisements, class newspapers, mind maps, concept maps, email and weblogs in print and electronic mediums
• explain purposes for writing and why particular text forms and language features are selected
• use graphic organisers and other thinking strategies to identify and refine questions, design and conduct inquiries that involve problem solving, decision making and reaching conclusions about issues, texts and language
• select creative thinking strategies to experiment with imaginative ideas and express them in a variety of text forms e.g. encourage students to explore metaphors for their chosen concept as a way of generating creative ideas before constructing texts.
• use criteria to evaluate the effectiveness of the information tools and writing processes used to construct texts and consider possible refinements
• plan writing using a variety of strategies such as selecting the topic and researching it before writing
• read and respond to a range of accessible texts that entertain, move, inform, report, explain, persuade and present opinions
• describe the ways in which particular points of view are presented in texts according to the purpose, context and audience
• discuss the purposes, structures and features of a range of accessible imaginative, information and argument texts
• use some strategies to assess the accuracy, relevance and credibility of information and information sources
• write texts such as narratives, poems, scripts, diaries, reports, factual recounts, explanations, arguments, descriptions, persuasive posters, brochures, advertisements, class newspapers, mind maps, concept maps, email and weblogs in print and electronic mediums
• explain purposes for writing and why particular text forms and language features are selected
• write information and argument texts that introduce the topic, provide information, explanations and / or opinions in a logical order, include examples related to the topic and draw conclusions
• use graphic organisers and other thinking strategies to identify and refine questions, design and conduct inquiries that involve problem solving, decision making and reaching conclusions about issues, texts and language
• select creative thinking strategies to experiment with imaginative ideas and express them in a variety of text forms e.g. encourage students to explore metaphors for their chosen concept as a way of generating creative ideas before constructing texts.
• use criteria to evaluate the effectiveness of the information tools and writing processes used to construct texts and consider possible refinements
• plan writing using a variety of strategies such as selecting the topic and researching it before writing
• speak and listen through conversations, discussions and presentations in formal and informal contexts such as collaborative group work, inside outside circles, literature circles, community of inquiry, specialised meetings and designing and conducting inquiries
• actively listen to electronic and spoken texts such as poetry, prose and drama, choral speaking, presentations by guest speakers, radio and television programs, podcasts, interviews, debates, reports, descriptions, reviews, explanations and arguments
• share, explore and consider ideas and issues about a topic or a concept, form a point of view, develop an argument and influence the opinions of others
• identify and comment on the opinions provided by others, propose additional points of view and extend ideas in conversations and discussions e.g. present a summary of decisions reached in group activities
• plan activities, negotiate roles, monitor, give feedback and reflect on the performances of individual group members and the productivity of the group to ensure successful products or outcomes
• listen attentively to texts read aloud, viewed or performed identifying the main ideas and commenting on some of the information presented texts e.g. make notes while listening to a local news report about a local issue and comment on the accuracy of the information
• discuss their thinking processes and strategies and talk about the ways in which they have

Standard 5

(Grades 9-10)

13-15

• read and view texts such as young adult fiction, fiction genres such as mystery / detective, war, sports and historical fiction, contemporary poetry, novels and plays, accessible classic poems, novels and plays, verse novels, photographic essays, curriculum area and specialised text books, CD ROMs, DVDs, news and current affairs reports, editorials, feature articles, electronic and media texts
• read and investigate a range of challenging texts that entertain, move, investigate, analyse, argue and persuade in order to explore and relate to ideas and issues of significance to their own lives
• consider some of the ways in which the selection of their reading materials and interpretation of texts are influenced by their own knowledge, beliefs, values and experiences
• discuss the purposes, structures and features of a range of challenging imaginative, information and argument texts providing examples from the text as evidence
• interpret challenging texts by inferring meanings and messages, identifying cause and effect, making judgements about the relevance of information and evidence. Compare information and ideas in different texts to identify the different emphases. Give reasons for interpretations by referring to specific details in the texts
• interpret information and argument texts that entertain, investigate, analyse, evaluate, argue and persuade comparing the representations of events and issues in different texts
• examine the ways in which argument texts present opinions, justify views and make judgements in order to persuade others. Consider the quality of evidence used to support the argument, the implications and possible impacts e.g. reach conclusions about the main idea, the ways in which the issue is represented, the quality of evidence used to support the argument, the implications and possible impacts
• explore some of the values, attitudes and beliefs that are represented in texts and discuss how they might be interpreted differently by different groups of people
• use criteria to assess the accuracy, relevance and credibility of information and information sources
• write texts such as short stories, poems, plays, drama scripts, anecdotes, biographies, reports, arguments, descriptions, explanations, essays, news articles, feature articles, reviews, formal and persuasive letters, advertisements, concept maps, employment applications and resumes, weblogs and websites in print and electronic mediums
• construct a range of cohesive imaginative texts, information and argument texts for particular purposes and audiences
• explain purposes for writing and some of the choices of ideas, text form and language features made when constructing texts to achieve specific purposes
• experiment with the selection of subject matter and language to position readers to accept particular representations of people, characters, events, ideas and information
• construct information and argument texts that include detailed explanations, evidence and examples, which might be researched, arranged in order of importance and conclude with an appropriate summary or recommendation
• use ordered, structured paragraphs using topic sentences and examples and evidence to support an argument or point of view and convey information clearly
• use specialist and /or emotive words including concrete, technical and abstract nouns and technical verbs to argue, persuade and convey ideas, information and opinions
• design and conduct their own inquiries that explain their conclusions about issues, text and language and reflect on their learning processes and outcomes
• select their own creative thinking strategies and explore complex ideas in innovative ways
• develop and apply criteria to evaluate the effectiveness of the content, structure and language features of their own and others’ drafts, make suggestions for improvement and use them to confirm or adjust the direction of their writing
• spell frequently used and subject specific words from the curriculum areas using appropriate strategies to check for and correct errors
• explore word derivations and use sound, visual, and meaning knowledge in a multi-strategy approach to spell unfamiliar words
• use technology responsibly, ethically and legally, identifying and referencing sources of information
• speak and listen through conversations, presentations, spontaneous and structured discussions. Contexts include collaborative group work, Socratic circles, academic controversies, community of inquiry, formal meeting procedures, panel discussions, designing and conducting inquiries
• actively listen to spoken and electronic texts such as poetry, prose and drama, readers’ theatre, presentations by guest speakers, radio and television programs, podcasts, interviews, formal speeches and meetings, parliamentary-style debates, reports, reviews and arguments
• share, explore and examine ideas and issues, compare people’s different points of view, challenge their opinions, synthesise ideas from several sources, ask and respond to questions to clarify thinking, consider the logical reasoning of their argument and reach conclusions that develop greater understanding of the ideas and issues discussed
• present carefully considered views within a supportive environment that encourages greater depth of thinking to improve the outcomes of small group discussions
• give cohesive, spoken presentations that analyse and investigate challenging ideas, identify the main issues of the topic, include supporting details and evidence, sustain a point of view and conclude with an appropriate summary or recommendation that might need to be researched
• Select expressive language using knowledge of audiences to try to position them to accept a particular point of view.