AC Y1&2 Stories from around the World



MOSSGIEL PARK PRIMARY SCHOOLSTORIES FROM AROUND THE WORLD – Years 1 & 2 Even yearsThis unit combines compatible content and skills from the Australian English Literature Curriculum and the three Priorities with the Victorian Essential Learning Standards for English AND relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, Thinking Processes. NB The VELS focus for this unit is Personal Learning because it is taught in first term when the main focus is on developing good work habits and cooperative behaviours. This unit was developed by Lisa HillContents TOC \o "1-3" \h \z \u LESSON SEQUENCES PAGEREF _Toc322291862 \h 3Lesson 1 PAGEREF _Toc322291863 \h 3Lesson 2 PAGEREF _Toc322291864 \h 3Lesson 3 PAGEREF _Toc322291865 \h 3Lesson 4 PAGEREF _Toc322291866 \h 3Lesson 5 PAGEREF _Toc322291867 \h 6Lesson 6 PAGEREF _Toc322291868 \h 6Lesson 7 PAGEREF _Toc322291869 \h 6Lesson 8 PAGEREF _Toc322291870 \h 6Lesson 9 PAGEREF _Toc322291871 \h 9Lesson 10 PAGEREF _Toc322291872 \h 9Lesson 11 PAGEREF _Toc322291873 \h 9Key Understandings for Assessment PAGEREF _Toc322291874 \h 11Focus Questions PAGEREF _Toc322291875 \h 11LEARNING FOCUS PAGEREF _Toc322291876 \h 11SLAV TEACHER-LIBRARIAN PROGRAM P-6 PAGEREF _Toc322291877 \h 11VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS PAGEREF _Toc322291878 \h 12VELS Learning Focus English Level 2 PAGEREF _Toc322291879 \h 12VELS Learning Focus Thinking Processes Level 2 PAGEREF _Toc322291880 \h 12VELS Learning Focus Personal Learning Level 2 PAGEREF _Toc322291881 \h 12VELS Learning Focus Interpersonal Learning Level 2 PAGEREF _Toc322291882 \h 12AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2 PAGEREF _Toc322291883 \h 12AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2 PAGEREF _Toc322291884 \h 13READING AND VIEWING PAGEREF _Toc322291885 \h 13SPEAKING AND LISTENING PAGEREF _Toc322291886 \h 14AUSTRALIAN CURRICULUM PRIORITIES PAGEREF _Toc322291887 \h 17Aboriginal and Torres Strait Islander histories and cultures PAGEREF _Toc322291888 \h 17Asia and Australia’s Engagement with Asia PAGEREF _Toc322291889 \h 17ACHIEVEMENT STANDARDS PAGEREF _Toc322291890 \h 18VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS PAGEREF _Toc322291891 \h 18VELS English Standards Years 1 & 2 PAGEREF _Toc322291892 \h 18VELS Thinking Processes Standards Years 1 & 2 PAGEREF _Toc322291893 \h 18VELS Personal Learning Standards Years 1 & 2 PAGEREF _Toc322291894 \h 18VELS Interpersonal Learning Standards Foundation Years 1 & 2 PAGEREF _Toc322291895 \h 18AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH PAGEREF _Toc322291896 \h 19AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2 PAGEREF _Toc322291897 \h 19PoLT (Principles of Learning and Teaching) PAGEREF _Toc322291898 \h 19PoLT focus to be embedded in this unit. PAGEREF _Toc322291899 \h 19LESSON SEQUENCES Lesson 1Lesson 2Lesson 3Lesson 4ActivitiesSet up teaching groups (4) before the lesson). Review rules of the library. Discuss care of books, working with others and consequences of choosing to break the rules. Review borrowing procedures i.e. locating Picture Books and Non Fiction. Cue in by talking about fairy tales and where they come from. Are they Australian stories? How do you know? Introduce Red Riding Hood as a story from France, show location of France on a globe of the world.Read Little Red Riding Hood. Discuss how is this story similar to other versions children know? Why did Red Riding Hood disobey her mother? Values education: Was she honest and trustworthy? Would her mother forgive her? Whole class: Thinking activity: Use Character Rating Grid to analyse Red Riding Hood’s character, discussing evidence from the story for opinion. Introduce table groups. Activity: Draw the best part of the story. No borrowing this week.Assessment for Learning:Observe for readiness: engagement; participation; familiarity with library routines.Cue in with discussion about what children have seen or experienced to do with Chinese New Year.Distribute items from items (e.g. trishaw, chopsticks, jade stamper, mini abacus) in Chinese Discovery Box to teams; children guess what they are and what they are used for. Share ideas.Using pictures from picture set China Today discuss the Great Wall, and the Forbidden City (i.e. the emperor’s palace). Read The Seven Chinese Brothers & discuss sequence of events and characterisation, linking with students’ own experience of people who behave in the same way. Introduce NF texts about China: identify text features of NF i.e. table of contents, index, pictures with captions & paragraphs under headings and sub headings. Model browsing texts, reading captions, Students browse N/F texts; write and draw an interesting fact about China. Browsing and borrowingIntroduce Personal Learning Journals.Remind students that last week’s story was from China which is part of Asia, locate on globe and elicit the name of the ‘long thin country’ in the southwest of Asia i.e. Vietnam. Show Vietnamese headdress & explain its use, & show relevant pictures from N/F texts about Vietnam, i.e. growing & harvesting rice, women’s clothing, & buildings painted in Royal Yellow e.g. the Opera House. Discuss text features of NF books and how they are different to fiction books. Read The Golden Slipper, pausing to identify aspects which are similar to the Cinderella story. Model completing PMI: The Golden Slipper (a legend from Vietnam): What did/didn’t you like, what was interesting about this story? Browsing and borrowingComplete Personal Learning Journals.Remind students that last week’s story was from Vietnam which is part of Asia; this week’s story is from a different continent. Elicit name of continent by listing wild animals that live there e.g. lions & elephants. Locate on globe and talk about the many countries on the continent. Identify Zimbabwe and South Africa as source of today’s story. Show African artefacts & discuss. Using selected NF texts, show aspects of life in South Africa & Zimbabwe. Review text features of NF books and how they are different to fiction books. Read Mufaro’s Beautiful Daughters, an African Tale, pausing to identify strong emotions in the story: jealousy, anger, fear. Discuss the behaviour of the two girls, linking to other stories of jealous siblings children know of e.g. Cinderella. Model completing Stories Around the World worksheet, listing name of story, country and continent and drawing a scene from the story that includes the main characters, showing their physical characteristics. Browsing and borrowingComplete Personal Learning Journals.ResourcesGlobe of the worldLittle Red Riding Hood, retold & illustrated by Trina Schart Hyman (398 LIT).Globe of the worldThe Seven Chinese Brothers retold by Margaret Mahy, Scholastic, 1990 (398 MAH) Chinese Discovery BoxChina Today (PP 951 LEY) Selected N/F books about China (951)Personal Learning JournalsGlobe of the worldThe Golden Slipper retold by Darrell Lum, Legends of the World, Troll Associates, 1994Selected N/F books about Vietnam (959)Teacher-made PMI about The Golden Slipper.Globe of the worldGlobe of the world Mufaro’s Beautiful Daughters, an African Tale by John Steptoe (398 STE)Selected NF books about Africa & artefactsTeacher-made Stories around the World WorksheetSpecial needsAt riskESLGifted Observe for at-risk, ESL and gifted students.At risk/ESL: provide assistance with reading & vocabularyGifted: challenge students to search for aspects of life in China different/the same as Australia. At risk/ESL: provide assistance with spelling and vocabularyGifted: challenge students to write longer sentences with adjectives. At risk/ESL: provide assistance to identify & orally describe physical characteristicsGifted: challenge students to include aspects of the setting in the picture. SLAV Library programLS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in stories LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in storiesWith teacher assistance, modelling and scaffolding students will be able to: LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in stories LS 2.5 describe the setting for a particular picture story book LS 2.4 identify the main characters from particular picture story books and describe significant physical features LS 2.5 describe the setting for a particular picture story book LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that endVELS Learning Focus Level 2Thinking Processes: Students develop their skills in making accurate observations about people and events, and they begin to use a variety of means to record their observations. They develop their own explanations for the observations they make and learn to question the accuracy of other people’s explanations. They begin to understand that people are more likely to believe explanations if evidence or reasons are provided. Personal Learning Focus: Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.Personal Learning Focus: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.Personal Learning Focus: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.Australian curriculum Content Year 1 Discuss how authors create characters using language and images (ACELT1581)Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)Discuss how authors create characters using language and images (ACELT1581)Australian curriculum Content Year 2Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)Compare opinions about characters, events and settings in and between texts (ACELT1589)Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)E5Negotiate simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk students.Negotiate simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk studentsNegotiate simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk studentsDevelop simple rubric with clear expectations about what kind of work deserves a sticker. Stress that the picture must show the main characters & their physical characteristics. Revisit the rubric, especially with at-risk students.Lesson 5Lesson 6Lesson 7Lesson 8ActivitiesRemind students that last week’s story was from South Africa, a country in the continent of Africa; this week’s story is from a different continent. Elicit name of country by listing wild animals that live there e.g. tigers and elephants. Locate on globe and talk about other countries on the continent. Identify India on the continent of Asia as the source of today’s story. Show Indian artefacts & discuss. Using selected NF texts, show aspects of life in India including tigers & jackals and explain that a Brahmin is a member of the priestly caste. Review text features of NF books and how they are different to fiction books. Read The Tiger, the Brahmin and the Jackal pausing to identify strong emotions and behaviours in the story: fear, compassion, greed, deceit, & anger. Discuss the behaviour of the two animals, linking to other stories of sneaky animals that they know of e.g. in Aesop’s Fables. Model completing Stories Around the World worksheet, listing name of story, country and continent and drawing a scene from the story that includes the main characters, showing their physical characteristics. Browsing and borrowingComplete Personal Learning Journals.Remind students that last week’s story was from India, a country in the continent of Asia; this week’s story is from off shore islands in the same continent. Elicit name of country by naming Bali as a place that many Australians visit and by using Indonesian words the children know e.g. greetings. Locate Indonesia on globe and discuss how many islands make up Indonesia (more than 18000). Identify Bali in Indonesia in SE Asia as the source of today’s story. Show Indonesian artefacts & discuss. Using selected NF texts, show aspects of life in Indonesia. Explain that the lion in the story is not the African lion but the Asiatic lion now found only in the wild in India, and that Indian people once lived in Indonesia and that is why some of their stories include Indian animals. Read Gecko’s Complaint pausing to identify strong emotions and behaviours in the story: impatience, unkindness, blaming others. Discuss the behaviour of the animals, linking to other stories of animals that they know of e.g. in Aesop’s Fables. Model completing Stories Around the World worksheet, listing name of story, country and continent and drawing a scene from the story that includes main characters, showing their physical characteristics Browsing and borrowingComplete Personal Learning Journals.Remind students that last week’s story was from Indonesia, in Southeast Asia; this week’s story is from the northern hemisphere. Elicit name of country by naming some of the famous landmarks of France such as the Eiffel Tower. Locate on globe and identify Paris as the capital. CityUsing selected NF texts, show aspects of life in France. Explain that many stories from Europe have been shared around the world especially in English speaking countries. Read Puss in Books pausing to identify strong emotions and behaviours in the story: ingratitude, cruelty, lying, cunning, threats, cheating. Discuss the behaviour of the animals, linking to other stories of animals that they know of e.g. in Aesop’s Fables. Model a character analysis sheet comparing the behaviours of Puss in Boots. Students complete their Character Analysis Worksheet and then illustrate the story on the back. Browsing and borrowingComplete Personal Learning Journals.Remind students that last week’s story was from France in Europe; this week’s story is also from the northern hemisphere but from a different continent. Elicit name of country by naming some of famous places in America such as Disneyland. Locate on globe and identify Washington as the capital city. Using selected NF texts, show aspects of life in America. Explain that many stories from America have been shared around the world especially in English speaking countries. Read Rip Van Winkle pausing to identify clothing which shows the era and the changes in the setting. Using the detailed facial expressions in the illustrations, discuss the impact of time travel on Rip Van Winkle, (his physical appearance and his emotions). Was it an enjoyable experience? Model a PMI showing the advantages and disadvantages of time travel. Students complete their PMI with sentences and illustrations from the story. Browsing and borrowingComplete Personal Learning JournalsResourcesThe Tiger, the Brahmin and the Jackal by K. Lock and D. Kennett, Era Publications, 1995Globe of the worldSelected NF books about India, & artefactsTeacher-made Stories around the World Worksheet from previous lessonGecko’s Complaint retold by Ann Martin Bowler (398 BOW)Globe of the worldSelected NF books about Indonesia, & artefactsTeacher-made Stories around the World Worksheet from previous lesson.Puss in Boots by Charles Perrault, illustrated by Fred Marcellino (398 PER) Globe of the worldSelected NF books about FranceTeacher-made Character Analysis WorksheetRip Van Winkle, Once Upon a Time Stories, (398 RIP)Globe of the worldSelected NF books about AmericaTeacher-made PMI about Time Travel worksheetSpecial needsAt risk/ESL: use pictures in the book to review the sequence of events; encourage full sentences to describe favourite part for the picture. Gifted: discuss the ethics behind the resolution: why did the Brahmin stick by his bargain? At risk/ESL: use pictures in the book to review the sequence of events; encourage full sentences to describe favourite part for the picture. Gifted: Draw a chain of events sequence showing how each animal complained about another. At risk/ESL: use pictures in the book to review the actions of the cat; encourage full sentences to explain reasons why they think the way they do. Gifted: Draw what will happen next: will they live happily ever after? At risk/ESL: use pictures in the book to review the sequence of events, encourage full sentences to explain reasons why they think the way they do. Gifted: Evaluate the ending: would he really be happy ever after? SLAV Library programWith teacher assistance, modelling and scaffolding students will be able to: LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in stories LS 2.4 identify the main characters from particular picture story books and describe significant physical features With teacher assistance, modelling and scaffolding students will be able to: LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in stories LS 2.4 identify the main characters from particular picture story books and describe significant physical features With teacher assistance, modelling and scaffolding students will be able to: LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in stories LS 2.4 identify the main characters from particular picture story books and describe significant physical featuresWith teacher assistance, modelling and scaffolding students will be able to: LS 2.2 verbalise obvious themes in picture story books LS 2.4 identify the main characters from particular picture story books and describe significant physical features LS 2.5 describe the setting for a particular picture story book LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that endVELS Learning Focus Level 2VELS standard/s Level 2Personal Learning Focus: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.Personal Learning Focus: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.Personal Learning Focus: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.Personal Learning Focus: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.Australian curriculum Content Year 1 Discuss how authors create characters using language and images (ACELT1581)Discuss how authors create characters using language and images (ACELT1581)Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)Discuss how authors create characters using language and images (ACELT1581)Australian curriculum Content Year 2Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)Compare opinions about characters, events and settings in and between texts (ACELT1589)Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)E5Some Year 1 students are having difficulty completing the expected amount of work. Focus on these children with supportive strategies that enable them to focus on the rubric for ‘getting a sticker’. Some Year 1 students are having difficulty completing the expected amount of work. Focus on these children with supportive strategies that enable them to focus on the rubric for ‘getting a sticker’Introduce self-assessment using a simple negotiated rubric & record expectations for achieving ‘3’ i.e. the expected level that earns a sticker, record it on the w/b and at the end of the lesson students self-assess whether they should get a sticker or not. Revisit the rubric, especially with at-risk students. At the end of the lesson ask ‘what should I give you for your work today?’Continue self-assessment using a simple negotiated rubric. Negotiate expectations for achieving ‘3’ i.e. the expected level that earns a sticker, record it on the w/b and at the end of the lesson students self-assess whether they should get a sticker or not.Lesson 9Lesson 10Lesson 11ActivitiesReview other countries we have visited through our stories & then locate Australia on a globe of the world. Introduce Aboriginal legends and show books from our collection. Introduce map of Aboriginal languages and explain how each Country had its own language and special stories called Dreaming Stories. View The Rainbow Serpent. Introduce storyboarding technique, modelling a long shot, a medium shot and a close up. Students storyboard the film they have viewed, showing the beginning, middle and end of the story. Browsing and borrowing.Supplementary lesson for 1LR: view additional film & storyboard as beforeResourcesDVD: The Rainbow Serpent and 2 Other Stories (AV 298 ROU) (Duration 32 mins)Globe Teacher-made basic storyboarding worksheetSpecial needsLS 2.2F describe the locale and setting for a particular film SLAV Library programFilm as Text:LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewed VELS standards Level 2English: They listen to and interpret texts such as serialised readings or films.Australian curriculum Content Year 1 Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)Australian curriculum Content Year 2Compare opinions about characters, events and settings in and between texts (ACELT1589)E5Stimulate interest and curiosity in Aboriginal legends with discussion about map of Australia showing Aboriginal languages. Key Understandings for AssessmentFocus QuestionsStories from other cultures & from long ago are part of Australian history and culture, even when the story comes from another country.Characters in traditional tales are like people in real life (in appearance, temperament, and ways of behaviour).Traditional tales usually have a moral…which makes us think about the right way to behave.Could this story really happen?Who are the characters in the story? What do they look like? List physical characteristics on whiteboard and refer students also to poster on noticeboard.Do you know people who dress like that? Do you know any houses like that? Is this story from now or from long ago? How can you tell? Are there goodies and baddies in this story? What do you think the person who made up this story wanted us to think about? (Identifying the moral: e.g. Be careful what you wish for).LEARNING FOCUSSLAV TEACHER-LIBRARIAN PROGRAM P-6Literary skillsWith teacher assistance, modelling and scaffolding students will be able to: LS 2.1 distinguish between picture story and factual books LS 2.2 verbalise obvious themes in picture story books LS 2.3 verbalise sequence of main events in stories LS 2.4 identify the main characters from particular picture story books and describe significant physical features LS 2.5 describe the setting for a particular picture story book LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that end VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUSVELS Learning Focus English Level 2Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and interpret texts such as serialised readings or films.VELS Learning Focus Thinking Processes Level 2Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in surrounding events and objects.VELS Learning Focus Personal Learning Level 2As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning experiences which involve a variety of learning styles and approaches to learning. With teacher support, they reflect on those approaches which they believe help them learn most effectively. Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. They begin to recognise that learning from mistakes is an important attribute of being a good learner.With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to recognise their contribution to the achievement of a positive learning environment in the classroom.Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to reflect on their achievements.VELS Learning Focus Interpersonal Learning Level 2Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional responses of others. They compare these with their own emotional responses and adjust their behaviour in response.Students learn to stay on task and share resources fairly..AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and strengthen these as needed. The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Australian Curriculum English Level Description Year 1Australian Curriculum English Level Description Year 2In Level 1, students communicate with peers, teachers, known adults and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts. In Level 2, students communicate with peers, teachers, students from other classes, and community members. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2READING AND VIEWINGNB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential Literature program within Library lessons.Year 1 ContentYear 2 ContentLanguage ElaborationsLanguageElaborationsUnderstand that the purposes texts serve shape their structure in predictable ways (ACELA1447discussing and comparing the purposes of familiar texts drawn from local contexts and interestsbecoming familiar with the typical stages of types of text including recount and procedureUnderstand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and imagesbecoming familiar with the typical stages of text types, for example simple narratives, instructions and expositionsCompare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital textsLiteratureElaborationsDiscuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meaningsidentifying features of imaginary or fantasy texts, for example magic powers, shifts in timeinvestigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language usedLiteracyElaborationsLiteracyElaborationsRespond to texts drawn from a range of cultures and experiences (ACELY1655)exploring some of the meanings and teachings embedded in Dreaming storiesusing drawing and writing to depict and comment on people and places beyond their immediate experienceDiscuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)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 Australiacomparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differencesDescribe some differences between imaginative informative and persuasive texts (ACELY1658)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 (ACELY1668)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 textsSPEAKING AND LISTENINGYear 1 ContentYear 2 ContentLanguage ElaborationsLanguageElaborationsIdentify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequencesexploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’LiteratureElaborationsLiteratureElaborationsExpress preferences for specific texts and authors and listen to the opinions of others (ACELT1583)sharing favourite texts and authors and some reasons for preferencesdiscussing different texts and considering what is entertaining or appealingdiscussing different texts and considering what is entertaining or appealing and whyDiscuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)exploring iconography of Aboriginal and Torres Strait Islander culturesrecognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sourcesdiscussing moral and teaching stories from varied cultures, identifying and comparing their central messagesDiscuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)comparing characters and events in texts to students’ own experiencesIdentify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)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 preferencesconnecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationshipsDiscuss how authors create characters using language and images (ACELT1581)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 storiesidentifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurousdiscussing the characters of fictional animals and how they relate to those of humansCompare opinions about characters, events and settings in and between texts (ACELT1589)discussing each other’s preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their ownDiscuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)examining different types of literature including traditional tales, humorous stories and poetrydiscussing similarities and differences between texts ( for example features of main characters in different stories)discussing features of book settings including time (level, season) and place (country or city, realistic or imagined)discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolutionIdentify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)exploring poems, chants, rhymes or songs from different cultures which class members may bring from homeLiteracyElaborationsLiteracyElaborationsEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)listening for details in spoken informative textsparticipating in informal and structured class, group and pair discussions about content area topics, ideas and informationspeaking clearly and with appropriate volumeinteracting confidently and appropriately with peers, teachers, visitors and community memberslearning to value listening, questioning and positive body language and understanding that different cultures may approach these differentlyformulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questionsListen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)using spoken language for problem solving, and exploring ideas and conceptslistening for specific information and providing two or more key facts from an informative text spoken or read aloudlistening to, remembering and responding to detailed instructionsUse interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)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 otherstaking turns, asking and answering questions and attempting to involve others in discussionsdemonstrating active listening behaviour and responding to what others say in pair, group and class discussionsexperimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poemsattempting correct pronunciation of new vocabularyUse interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)discussing appropriate conventions to use in group discussionsexploring 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 presentationsdemonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activitiesasking relevant questions and making connections with personal experiences and the contributions of othersbrainstorming topics, contributing ideas and acknowledging the ideas of othersspeaking clearly and with appropriate intonationunderstanding how to disagree with a point of view or offer an alternative idea courteouslyexperimenting with presentation strategies such as pitch, volume and intonationAUSTRALIAN CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and culturesAboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum.The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.Asia and Australia’s Engagement with AsiaThe Asia and Australia’s engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China, India and other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive. An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities, and build Australia’s social, intellectual and creative capital.This priority is concerned with Asia literacy for all Australian students. Asia literacy develops knowledge, skills and understanding about the histories, geographies, cultures, arts, literatures and languages of the diverse countries of our region. It fosters social inclusion in the Australian community. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.Australia now has extensive engagement with Asia in areas such as trade, investment, immigration, tourism, education and humanitarian assistance and this engagement is vital to the prosperity of all Australians.The Australian Curriculum: mathematics provides opportunities for students to learn about the understandings and applications of mathematics in Asia. In the past, mathematicians from the Asia region have made significant contributions to the development of the human understanding of number, algebra and trigonometry.Mathematicians from Asia continue to contribute to the ongoing development of mathematical understanding. In this learning area, students investigate the concept of chance using Asian games. They explore the way Asian societies apply other mathematical concepts such as patterns and symmetry in art and architecture. Investigations involving data collection and representation can be used to examine issues pertinent to the Asia region.ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS VELS English Standards Years 1 & 2Speaking and listening Standard Level 2At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information presented. They listen to others and respond appropriately to what has been said.Reading Standard Level 2At Level 2, students ……identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.VELS Thinking Processes Standards Years 1 & 2 No standard till Level 3VELS Personal Learning Standards Years 1 & 2 No standard till Level 3VELS Interpersonal Learning Standards Foundation Years 1 & 2Building social relationshipsAt Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.Working in teamsAt Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2 Year 1 Reading and viewing achievement standardBy the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. ….Year 2 Reading and viewing achievement standardBy the end of Level 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events….Year 1 Speaking and listening achievement standardThey listen to others when taking part in conversations using appropriate language features... Students understand how characters in texts are developed and give reasons for personal preferences. ….They interact in pair, group and class discussions, taking turns when responding…Year 2 Writing achievement standardThey listen for particular purpose …. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons… Students use a variety of strategies to engage in group and class discussions and make presentations.PoLT (Principles of Learning and Teaching)PoLT focus to be embedded in this unit. Assessment practices are an integral part of teaching and learning.In learning environments that reflect this principle the teacher: 5.1 designs assessment practices that reflect the full range of learning program objectives 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self-assessment 5.5 uses evidence from assessment to inform planning and teaching. ................
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