Literacy Groups Term 4

Unit overview
Literacy Groups are an important part of our morning routine. Groups are ability based and grouped according to scores from assessment tasks. One
Group is working at a Year 7 level, three at a Year 5 level, one at a Year level and one at a Year ! level. "tudents rotate daily and are e#pected to
complete activities at their level.
Outcomes Assessment overview
English K-10
$%!&'( communicates e)ectively for a variety of audiences and purposes using
increasingly challenging topics, ideas, issues and language forms and features
$%!&*( composes, edits and presents well&structured and coherent te#ts
$%!&!( uses an integrated range of skills, strategies and knowledge to read, view
and comprehend a wide range of te#ts in di)erent media and technologies
$%!&7+ thinks imaginatively, creatively, interpretively and critically about
information and ideas and identi,es connections between te#ts when responding to
and composing te#ts
$%!&-. identi,es and considers how di)erent viewpoints of their world, including
aspects of culture, are represented in te#ts
"tudents will complete various assessments at the end of /erm to
track their improvement in literacy over the year.
ontent
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular audiences
(ACELT1!"#
participate in and contribute to discussions, clarifying and
interrogating ideas, de$eloping and supporting arguments,
sharing and e$aluating information, experiences and opinions
(ACEL%1&!#
Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and en'oyment
identify and explore underlying themes and central storylines in
imaginati$e texts
understand and use the (ey elements of planning, composing,
re$iewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginati$e, informati$e and persuasi$e
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACEL%1&), ACEL%11)#
understand, interpret and experiment with the use of imagery in
imaginati$e texts, poetry and songs, eg similes, metaphors,
personification and sound de$ices such as alliteration
in$estigate how complex sentences can be used in a $ariety of
ways to elaborate, extend and explain ideas (ACELA1"**#
compose imaginati$e and informati$e texts that show e$idence
of de$eloped ideas
compose increasingly complex print, $isual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students+ own and others+ wor( using agreed
criteria and explaining editing choices (ACEL%1&",
ACEL%11"#
de$elop a handwriting style that is legible, fluent and automatic
and $aries according to audience and purpose (ACEL%1&,,
ACEL%11,#
Stage 3 - Reading and viewing
understand how texts $ary in purpose, structure and topic
as well as the degree of formality (ACELA1"&)#
appreciate how demanding texts, eg extended no$els and
informati$e texts, contain increasing le$els of complexity
and abstraction to enhance en'oyment
analyse how text structures and language features wor(
together to meet the purpose of a text (ACEL%111#
recognise and compare how composers use a range of
language features, including connecti$es, topic sentences
and acti$e and passi$e $oice, to achie$e their purposes
recognise how grammatical features help to build
meaning in texts, including reference lin(s and ad$erbial
and ad'ecti$al phrases
recognise e$aluati$e language, including emoti$e
language and modality
understand, interpret and experiment with sound de$ices
and imagery, including simile, metaphor and
personification, in narrati$es, shape poetry, songs,
anthems and odes (ACELT1,11#
select, na$igate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and subheadings
(ACEL%11*#
na$igate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, s(imming and scanning (ACEL%1&*#
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a $ariety
of textual sources including media and digital texts
(ACEL%1&-, ACEL%11-#
recognise how aspects of personal perspecti$e influence
responses to text
summarise a text and e$aluate the intended message or
theme
analyse and e$aluate the way that inference is used in a
text to build understanding in imaginati$e, informati$e and
persuasi$e texts
Stage 3 - Thinking imaginatively, creatively,
interpretively and critically
recognise and explain creati$e language features in imaginati$e,
informati$e and persuasi$e texts that contribute to engagement
and meaning
interpret e$ents, situations and characters in texts
thin( critically about aspects of texts such as ideas and e$ents
thin( imaginati$ely when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often inno$ate on text structures and
play with language features to achie$e particular aesthetic,
humorous and persuasi$e purposes and effects (ACELA1"1.#
create literary texts that adapt or combine aspects of texts
students ha$e experienced in inno$ati$e ways (ACELT1,1*,
ACELT1,1.#
adapt aspects of print or media texts to create new texts by
thin(ing creati$ely and imaginati$ely about character, setting,
narrati$e $oice, dialogue and e$ents
Stage 3 - Expressing themselves
recognise that ideas in literary texts can be con$eyed from
different $iewpoints, which can lead to different (inds of
interpretations and responses (ACELT1,1&#
consider how texts about local e$ents and issues in the media are
presented to engage the reader or $iewer
ma(e connections between students+ own experiences and those
of characters and e$ents represented in texts drawn from different
historical, social and cultural contexts (ACELT1,1-#
identify aspects of literary texts that con$ey details or information
about particular social, cultural and historical contexts
(ACELT1,&.#
recognise how the use of language and $isual features can
depict cultural assumptions in texts
identify language features used to position the reader/$iewer in a
wide $ariety of communication acti$ities for a range of purposes,
including debates, formal tal(s, inter$iews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference
Timeta!le
EVEN
WEEKS
Monday Tuesday Wednesday Thursday Friday
Group 1 %ovel /est 0ooklets i1ads "tory 2riting
+omprehension
+ards
Group 2 Grammar %ovel /est 0ooklets i1ads "tory 2riting
Group 3
+omprehension
+ards
Grammar %ovel /est 0ooklets i1ads
Group 4 "tory 2riting
+omprehension
+ards
Grammar %ovel /est 0ooklets
Group 5 i1ads "tory 2riting
+omprehension
+ards
Grammar %ovel
Group 6 /est 0ooklets i1ads "tory 2riting
+omprehension
+ards
Grammar
ODD
WEEKS
Monday Tuesday Wednesday Thursday Friday
Group 1 Grammar %ovel /est 0ooklets i1ads "tory 2riting
Group 2
+omprehension
+ards
Grammar %ovel /est 0ooklets i1ads
Group 3 "tory 2riting
+omprehension
+ards
Grammar %ovel /est 0ooklets
Group 4 i1ads "tory 2riting
+omprehension
+ards
Grammar %ovel
Group 5 /est 0ooklets i1ads "tory 2riting
+omprehension
+ards
Grammar
Group 6 %ovel /est 0ooklets i1ads "tory 2riting
+omprehension
+ards
Groups
Group 1 Group 2 Group 3
Isobel Mikayla Emma
Darcy Emily Heath
Elle Brianna Josie
Georgia Bridie Jayden
Wade Riley D Courtney
Zharli Connor Jacinta
Group 4 Group 5 Group 6
achlan Riley H Eden
!homas "haelie Jai
ucy Braden I#aak
!rinity $elsey
Claudia