Literacy

Term 1 
Reading

Making sense of text: using a processing system -

Readers develop expertise in using sources of information to make sense of text. Some of this information is found within the text, with the rest being brought to the text by the student from their background knowledge. Readers decode the text and make sense of it using strategies to monitor their understanding and take action if this breaks down. Students develop their expertise by reading an increasing range of texts with more independence, fluency, awareness and control over their repertoire of strategies.

Reading to organise ideas and information for learning – Students use their reading and writing to organise their ideas and information for different learning purposes. Students develop their expertise in selecting, noting down and organising ideas and information, using appropriate formats. They collate, analyse and classify the content they need for a variety of curriculum tasks.

Writing

Writing meaningful text: encoding - Beginning writers put a lot of their focus on encoding, or spelling, the words they want to use. As they develop their expertise in using the code fluently, they are able to use more of their cognitive resources to convey meaning. This expertise includes a knowledge of how words work (for example, phoneme-grapheme relationships, common and reliable spelling rules and conventions, and the meanings and spellings of morphemes) as well as an expanding memory bank of high-frequency words.

Using writing to think and organise for learning - Students use their (reading and) writing to organise their ideas and information for different learning purposes. Students develop their ability to use their writing to clarify and develop their ideas as well as reflect on their learning. They develop their expertise in selecting, noting down and organising ideas and information, using appropriate formats. They collate, analyse and classify the content they need for a variety of curriculum tasks.

Term 2

Reading

Reading for literary experiences - As they go through school, students develop their expertise in interpreting and responding to ideas, information and experiences in literary texts. Most of the literary texts they read are narrative fiction, including interactive fiction, although they will read and respond to other literary forms, such as poems and plays.

Reading to organise ideas and information for learning - students use their reading and writing to organise their ideas and information for different learning purpose. they develop their expertise in selecting, nothing down and organising ideas and information, using appropriate formats. They collate, analyse and classify the content they need for a variety of curriculum tasks.

Making sense of text: reading critically - focuses on students developing expertise in understanding how writers influence them as readers. They are able to identify the ways in which writers deliberately select language and text features, as well as content, to shape the way they respond to particular ideas or information.

Writing. English: Speaking, writing & presenting 

Creating texts for literary purposes - students use their writing for literary purpose. They develop their expertise in creating different types of texts that express their experiences ideas and imagination, evoking a response in their audience with increasing effectiveness.

     Creating texts to influence others - even when they are novice writers, students create texts in order to challenge their audience to do something or think about something different. They write to argue a point or persuade someone to change their mind. Expert writers know how to effectively achieve these purposes. They choose appropriate structures and features, and control the language they use in order to make the maximum impact on their audience.

    Writing Meaningful text; vocabulary knowledge - students initially use words that are in their oral language or that have been generated in a classroom activity specifically for the writing purpose. At a midpoint in their development, students develop their ability to use vocabulary encountered in their reading as well as the academic language of learning. Expert students become more precise in their use of language as well as being able to select and use vocabulary that is specific to particular areas of the curriculum, including words and phrases that express an abstract concept.