English

Literature Elaborations

Literature and context

1. Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (VCELT148)

   1. recognising that there are storytellers in all cultures
   2. viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources
   3. comparing experiences depicted in stories with students’ own
   4. engaging with texts that reflect the social and cultural groups to which students belong

Examining literature

1. Recognise some different types of literary texts and identify some characteristic features of literary texts (VCELT149)

   1. recognising cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’, ‘Before the Dreamtime…’
2. Identify some features of texts including events and characters and retell events from a text (VCELT150)

   1. identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines
   2. listening, responding to and joining in with rhymes, poems, chants and songs

Literacy Elaborations

Texts in context

1. Identify some familiar texts and the contexts in which they are used (VCELY151)

   1. recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards

Interpreting, analysing, evaluating

1. Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge (VCELY152)

   1. 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
   2. reading aloud with attempts at fluency and intonation
   3. attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
   4. 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
2. Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153)

   1. talking about the meanings in texts listened to, viewed and read
   2. visualising elements in a text (for example drawing an event or character from a text read aloud)
   3. providing a simple, correctly-sequenced retelling of narrative texts
   4. relating one or two key facts from informative texts
   5. finding a key word in a text to answer a literal question
   6. making links between events in a text and students’ own experiences
   7. making an inference about a character's feelings
   8. discussing and sequencing events in stories
   9. drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical
3. Identify some differences between imaginative and informative texts (VCELY154)

   1. talking about what is ‘real’ and what is imagined in texts
   2. identifying and selecting texts for information purposes and commenting on how the text might help with a task

Literature Elaborations

Creating literature

1. Retell familiar literary texts through performance, use of illustrations and images (VCELT159)

   1. drawing, labelling and role playing representations of characters or events
   2. reciting rhymes with actions
   3. using digital technologies to retell events and recreate characters from favourite print and film texts

Literacy Elaborations

Creating texts

1. Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (VCELY160)

   1. using image-making and beginning writing to represent characters and events in written, film and web-based texts
   2. using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
   3. creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
   4. using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts
2. Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (VCELY161)

   1. rereading collaboratively developed texts to check that they communicate what the authors intended
3. Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case (VCELY162)

   1. adopting correct posture and pencil grip
   2. learning to produce simple handwriting movements
   3. following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
   4. learning to construct lower-case letters and to combine these into words
   5. learning to construct some upper-case letters
4. Construct texts using software including word processing programs (VCELY163)

   1. using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Literature Elaborations

Responding to literature

1. Respond to texts, identifying favourite stories, authors and illustrators (VCELT170)

   1. talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
   2. engaging with the humour in some stories and repeating favourite lines, jokes and ideas
   3. returning to preferred texts and commenting on reasons for selection
2. Share feelings and thoughts about the events and characters in texts (VCELT171)

   1. talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
   2. using art forms and beginning forms of writing to express personal responses to literature and film experiences
   3. talking about people, events and ideas in texts to connect them to their own experiences and to express their own opinions about what is depicted

Examining literature

1. Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (VCELT172)

   1. using music and actions to enhance appreciation of rhymes, poems, chants and songs
   2. reciting rhymes with actions

Creating literature

1. Modify familiar texts (VCELT173)

   1. changing familiar texts by innovating on elements of text structure, for example replacing rhyming words or substituting verbs with other verbs

Literacy Elaborations

Interacting with others

1. Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174)

   1. listening to, remembering and following simple instructions
   2. sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps
   3. listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question
   4. participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language
   5. participating in class, group and pair discussions about shared experiences including shared texts
   6. asking and answering questions to clarify understanding
2. Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact (VCELY175)

   1. sharing a personal experience, interest or discovery with peers in a semi-formal situation
   2. using visual cues to practise staying on topic

Literacy Elaborations

Texts in context

1. Respond to texts drawn from a range of cultures and experiences (VCELY185)

   1. exploring some of the meanings and teachings embedded in Dreaming stories
   2. using drawing and writing to depict and comment on people and places beyond their immediate experience

Interpreting, analysing, evaluating

1. 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 (VCELY186)

   1. using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
   2. making connections between the text and students’ own experiences, and between information in print and images
   3. finding key information in a text
   4. making inferences about characters’ feelings and motives
   5. building knowledge about the topic of the text and learning new vocabulary before and during reading
   6. making predictions from the cover, from illustrations and at points in the text before reading on
   7. retelling the events or key information in the text orally, in writing and/or through digital or arts media
2. Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading (VCELY187)

   1. using contextual and semantic knowledge to make predictions about a text’s purpose and content
   2. combining knowledge of context, meaning, grammar and phonics to decode text
   3. recognising most high-frequency sight words when reading text
   4. self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge
   5. reading aloud with developing fluency and intonation
3. Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts (VCELY188)

   1. comparing and discussing texts, identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’
   2. 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

Literature Elaborations

Creating literature

1. Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (VCELT192)

   1. creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
   2. writing character descriptions drawn from illustrations in stories
   3. retelling key events in stories using oral language, arts, digital technologies and performance media
2. Build on familiar texts by using similar characters, repetitive patterns or vocabulary (VCELT193)

   1. creating familiar text types in shared or independent writing by drawing on details of characters, repeated phrases and similar vocabulary encountered in known texts

Literacy Elaborations

Creating texts

1. Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements (VCELY194)

   1. referring to learned knowledge of text structure and grammar when creating a new text
   2. applying new vocabulary appropriately in creating text
   3. learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
   4. beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
2. Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (VCELY195)

   1. adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
   2. reading own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks
   3. checking for inclusion of capital letters and full stops
   4. identifying words which might not be spelt correctly
   5. beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words
3. Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)

   1. using correct posture and pencil grip
   2. learning how each letter is constructed including where to start and the direction to follow
   3. writing words legibly using unjoined print script of consistent size
4. Construct texts that incorporate supporting images using software including word processing programs (VCELY197)

   1. creating digital images and composing a story or information sequence on screen using images and captions
   2. adding images to digital written communications such as emails with pictures of self, classmates or location

Literature Elaborations

Literature and context

1. Discuss how authors create characters using language and images (VCELT205)

   1. identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts, and how spiritual beings are represented in Aboriginal and Torres Strait Islander stories
   2. 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
   3. discussing the characters of fictional animals and how they relate to those of humans

Responding to literature

1. Express preferences for specific texts and authors and listen to the opinions of others (VCELT206)

   1. sharing favourite texts and authors and some reasons for preferences
   2. discussing different texts and considering what is entertaining or appealing
   3. using arts methods and role play to express personal responses to characters and events in stories
   4. identifying who is telling the story in different texts
2. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences (VCELT207)

   1. discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)
   2. comparing characters and events in texts to own experiences

Examining literature

1. Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts (VCELT208)

   1. examining different types of literature including traditional tales, humorous stories and poetry
   2. discussing similarities and differences between texts ( for example features of main characters in different stories)
   3. discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)
   4. discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
2. Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (VCELT209)

   1. exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures
   2. listening to and performing simple haiku poems about familiar topics such as nature and the seasons

Literacy Elaborations

Interacting with others

1. Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others (VCELY210)

   1. listening for details in spoken informative texts
   2. participating in informal and structured class, group and pair discussions about content area topics, ideas and information
   3. speaking clearly and with appropriate volume
   4. interacting confidently and appropriately with peers, teachers, visitors and community members
   5. learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
   6. formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
2. Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language (VCELY211)

   1. reporting the results of group discussions
   2. providing simple explanations about how to do or make something
   3. 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

Literature Elaborations

Examining literature

1. Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (VCELT219)

   1. 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
   2. describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
   3. identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
   4. investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
   5. 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

Literacy Elaborations

Texts in context

1. Discuss different texts on a similar topic, identifying similarities and differences between the texts (VCELY220)

   1. identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia
   2. comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences

Interpreting, analysing, evaluating

1. Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting (VCELY221)

   1. using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
   2. using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
   3. using knowledge of sound–letter relationships and high-frequency sight words when decoding text
   4. monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
   5. using grammar and meaning to read aloud with fluency and intonation
2. 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 (VCELY222)

   1. making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic
   2. making connections between information in print and images
   3. building on and using prior knowledge and vocabulary
   4. making valid inferences using information in a text and students’ own prior knowledge
   5. predicting, asking and answering questions as they read, and summarising and reviewing meaning
3. Analyse how different texts use nouns to represent people, places, things and ideas in particular ways (VCELY223)

   1. discussing the different ways that nouns and noun groups are used in various types of texts, for example, general nouns ('mammals') in information reports and specific nouns ('the neighbour's dog') in narratives

Literature Elaborations

Creating literature

1. Create events and characters using different media that develop key events and characters from literary texts (VCELT228)

   1. creating imaginative reconstructions of stories and poetry using a range of print and digital media
   2. telling known stories from a different point of view
   3. orally, in writing or using digital media, constructing a sequel to a known story
2. Build on familiar texts by experimenting with character, setting or plot (VCELT229)

   1. innovating on known narratives in shared or independent writing by changing or adding to details of the characters, setting or plot

Literacy Elaborations

Creating texts

1. 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 (VCELY230)

   1. learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
   2. sequencing content according to text structure
   3. using appropriate simple and compound sentence to express and combine ideas
   4. using vocabulary, including technical vocabulary, appropriate to text type and purpose
2. Reread and edit text for spelling, sentence-boundary punctuation and text structure (VCELY231)

   1. reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
   2. checking spelling using a dictionary
   3. checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
   4. making significant changes to their texts using a word processing program ( for example add, delete or move sentences)
3. Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)

   1. using correct pencil grip and posture
   2. writing sentences legibly and fluently using unjoined print script of consistent size
4. Construct texts featuring print, visual and audio elements using software, including word processing programs (VCELY233)

   1. experimenting with and combining elements of software programs to create texts

Literature Elaborations

Literature and context

1. Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (VCELT240)

   1. exploring iconography of Aboriginal and Torres Strait Islander cultures
   2. recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
   3. discussing moral and teaching stories from varied cultures, identifying and comparing their central messages

Responding to literature

1. Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (VCELT241)

   1. 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
   2. connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
   3. drawing, writing and using digital technologies to capture and communicate favourite characters and events
2. Compare opinions about characters, events and settings in and between texts (VCELT242)

   1. discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own

Examining literature

1. Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (VCELT243)

   1. exploring poems, chants, rhymes or songs from different cultures which class members may bring from home
   2. learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures

Literacy Elaborations

Interacting with others

1. Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner (VCELY244)

   1. using spoken language for problem solving, and exploring ideas and concepts
   2. listening for specific information and providing two or more key facts from an informative text spoken or read aloud
   3. listening to, remembering and responding to detailed instructions
2. Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props (VCELY245)

   1. adjusting presentation for different audiences
   2. preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics
   3. 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

Literature Elaborations

Responding to literature

1. Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251)

   1. discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
   2. exploring texts that highlight issues and problems in making moral decisions and discussing these with others
   3. 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
2. Develop criteria for establishing personal preferences for literature (VCELT252)

   1. 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)
   2. selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

Examining literature

1. Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253)

   1. identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
   2. discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
2. Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254)

   1. identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
   2. exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

Literacy Elaborations

Texts in context

1. Identify the point of view in a text and suggest alternative points of view (VCELY255)

   1. discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel
   2. 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
   3. speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the point of view of the ‘Ugly Sisters’)

Interpreting, analysing, evaluating

1. Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256)

   1. combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
   2. analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
   3. reading text types from own culture to enhance confidence in building reading strategies
   4. reading aloud with fluency and intonation
   5. integrating use of sound-letter knowledge, meaning and grammar patterns as well as a range of reading strategies, for example, confirming, rereading and cross-checking, to read a wide variety of text types in guided reading
2. 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 (VCELY257)

   1. making connections between the text and own experience and other texts
   2. making connections between the information in print and images
   3. 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
   4. using text features and search tools to locate information in written and digital texts efficiently
   5. determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
   6. making considered inferences taking into account topic knowledge or a character’s likely actions and feelings
3. Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating) (VCELY258)

   1. exploring how different types of verb groups, for example, action commands in procedures, saying verbs in narratives and relating verbs in information reports, are used to make meaning in different types of texts

Literature Elaborations

Creating literature

1. Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264)

   1. drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
   2. innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
2. Create texts that adapt language features and patterns encountered in literary texts (VCELT265)

   1. creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
   2. creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

Literacy Elaborations

Creating texts

1. Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266)

   1. using print and digital resources to gather information about a topic
   2. selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
   3. using appropriate simple, compound and complex sentences to express and combine ideas
   4. using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
2. Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267)

   1. using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
3. Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268)

   1. practising how to join letters to construct a fluent handwriting style
4. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269)

   1. using features of relevant technologies to plan, sequence, compose and edit multimodal texts

Literature Elaborations

Literature and context

1. Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274)

   1. reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to own lives, noting similarities
   2. 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)

Literacy Elaborations

Interacting with others

1. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275)

   1. participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking own understanding against group views
2. Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276)

   1. drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

Literature Elaborations

Literature and context

1. Make connections between the ways different authors may represent similar storylines, ideas and relationships (VCELT282)

   1. 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
   2. 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

Responding to literature

1. Describe the effects of ideas, text structures and language features of literary texts (VCELT283)

   1. 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
   2. sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

Examining literature

1. Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques (VCELT284)

   1. 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
   2. 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
2. Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts (VCELT285)

   1. defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
   2. discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)

Literacy Elaborations

Texts in context

1. Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (VCELY286)

   1. 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

Interpreting, analysing, evaluating

1. Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (VCELY287)

   1. 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 self correction strategies such as confirming and cross-checking
   2. reading aloud with fluency and expression
   3. reading a wide range of different types of texts for pleasure
2. Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (VCELY288)

   1. making connections between the text and students’ own experience and other texts
   2. making connections between information in print and images
   3. building and using prior knowledge and vocabulary
   4. finding specific literal information
   5. asking and answering questions
   6. creating mental images
   7. finding the main idea of a text
   8. inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
   9. 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
3. Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other (VCELY289)

   1. describing the language which different authors use to create imaginary worlds
   2. comparing how textual features such as headings, sub-headings, bold type and graphic organisers are used to order and present information

Literature Elaborations

Creating literature

1. Create literary texts by developing storylines, characters and settings (VCELT297)

   1. collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
2. Create literary texts that explore students’ own experiences and imagining (VCELT298)

   1. drawing upon literary texts they have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

Literacy Elaborations

Creating texts

1. 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 (VCELY299)

   1. using research from print and digital resources to gather ideas, integrating information from a range of sources, selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
   2. using appropriate simple, compound and complex sentences to express and combine ideas
   3. using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)
2. Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (VCELY300)

   1. revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and overall fluency
3. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (VCELY302)

   1. identifying, selecting and using appropriate software programs for constructing text
4. Handwrite using clearly-formed joined letters, and develop increased fluency and automaticity (VCELY301)

   1. using handwriting fluency with speed for a wide range of tasks

Literature Elaborations

Responding to literature

1. Discuss literary experiences with others, sharing responses and expressing a point of view (VCELT306)

   1. sharing and discussing own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
   2. 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?'

Literacy Elaborations

Interacting with others

1. Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills (VCELY307)

   1. making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
   2. discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
2. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements (VCELY308)

   1. 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

Literature Elaborations

Literature and context

1. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (VCELT313)

   1. describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
   2. identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples

Responding to literature

1. Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (VCELT314)

   1. orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that one's view may not be shared by others and that others have equal claims to divergent views

Examining literature

1. Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (VCELT315)

   1. 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
   2. 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
   3. 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
2. Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (VCELT316)

   1. 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
   2. investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

Literacy Elaborations

Texts in context

1. Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (VCELY317)

   1. 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

Interpreting, analysing, evaluating

1. Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)

   1. bringing subject and technical vocabulary and concept knowledge to new reading tasks
   2. selecting and using texts for their pertinence to the task and the accuracy of their information
   3. 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 the topic and task
   4. reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
2. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)

   1. 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
3. Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320)

   1. identifying the text structures and language features used in information reports, for example definitions, organising ideas, part/whole and general/specific relationships, and considering how these meet the purpose of the text

Literature Elaborations

Creating literature

1. Create literary texts that experiment with structures, ideas and stylistic features of selected authors (VCELT327)

   1. drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
2. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (VCELT328)

   1. using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen

Literacy Elaborations

Creating texts

1. Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329)

   1. using research from print and digital resources to gather and organise information for writing
   2. selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
   3. using vocabulary, including technical vocabulary, appropriate to purpose and context
   4. using paragraphs to present and sequence a text
   5. using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions
2. Reread and edit own and others’ work using agreed criteria for text structures and language features (VCELY330)

   1. 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
3. Develop a handwriting style that is becoming legible, fluent and automatic (VCELY331)

   1. using handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes
4. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (VCELY332)

   1. writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear

Literature Elaborations

Responding to literature

1. Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (VCELT336)

   1. 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

Literacy Elaborations

Interacting with others

1. Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills (VCELY337)

   1. asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
2. Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (VCELY338)

   1. planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

Literature Elaborations

Responding to literature

1. Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (VCELT341)

   1. 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
2. Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts (VCELT342)

   1. noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

Examining literature

1. 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 (VCELT343)

   1. 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
2. Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (VCELT344)

   1. identifying how language choice and imagery build emotional connection and engagement with the story or theme
   2. 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

Literacy Elaborations

Interpreting, analysing, evaluating

1. Analyse strategies authors use to influence readers (VCELY345)

   1. identify how authors use language to position the reader and give reasons
2. Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning (VCELY346)

   1. 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
   2. using word identification, self-monitoring and self-correcting strategies
   3. using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
   4. identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
3. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

   1. making connections between the text and own experience or other texts
   2. making connections between information in print and images
   3. finding specific literal information
   4. using prior knowledge and textual information to make inferences and predictions
   5. asking and answering questions
   6. finding the main idea of a text
   7. summarising a text or part of a text

Literature Elaborations

Creating literature

1. Experiment with text structures and language features and their effects in creating literary texts (VCELT355)

   1. selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
2. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (VCELT356)

   1. creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features
   2. planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences

Literacy Elaborations

Texts in context

1. Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (VCELY357)

   1. identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
   2. 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)

Creating texts

1. 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 (VCELY358)

   1. creating informative texts for two different audiences, such as a visiting academic and a Level 3 class, that explore an aspect of biodiversity
   2. 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
2. Reread and edit own and others’ work using agreed criteria and explaining editing choices (VCELY359)

   1. editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
3. Develop a handwriting style that is legible, fluent and that can vary depending on context (VCELY360)

   1. using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks
4. Use a range of software, including word processing programs, learning new functions as required to create texts (VCELY361)

   1. selecting and combining software functions as needed to create texts

Literature Elaborations

Literature and context

1. Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (VCELT365)

   1. 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

Literacy Elaborations

Interacting with others

1. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)

   1. using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
   2. exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses
   3. recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
2. Participate in formal and informal debates and 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 (VCELY367)

   1. 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