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LIBRARY TERM 1

2015

YEAR 3 ENGLISH ACHIEVEMENT STANDARD

YEAR 4 ENGLISH ACHIEVEMENT STANDARD

Receptive modes (listening, reading and viewing)

Receptive modes (listening, reading and viewing)

By the end of Year 3, students understand how content


can be organised using different text structures
depending on the purpose of the text. They understand
how language features, images and vocabulary choices
are used for different effects.

By the end of Year 4, students understand that texts


have different text structures depending on purpose
and audience. They explain how language features,
images and vocabulary are used to engage the interest
of audiences.

They read texts that contain


varied sentence structures, a range of punctuation
conventions, and images that provide additional
information. They identify literal and implied meaning
connecting ideas in different parts of a text. They
select information, ideas and events in texts that relate
to their own lives and to other texts. They listen to
others views and respond appropriately.

They describe literal and implied meaning connecting


ideas in different texts. They express preferences for
particular texts, and respond to others viewpoints.
They listen for key points in discussions.

Productive modes (speaking, writing and creating)

Students use language features to create coherence


and add detail to their texts. They understand how to
express an opinion based on information in a text.
They create texts that show understanding of how
images and detail can be used to extend key ideas.

Students understand how language features are used


to link and sequence ideas. They understand how
language can be used to express feelings and opinions
on topics. Their texts include writing and images to
express and develop in some detail experiences,
events, information, ideas and characters.
Students create a range of texts for familiar and
unfamiliar audiences. They contribute actively to class
and group discussions, asking questions, providing
useful feedback and making presentations. They
demonstrate understanding of grammar and choose
vocabulary and punctuation appropriate to the purpose
and context of their writing. They use knowledge of
sounds and high frequency words to spell words
accurately, checking their work for meaning.
They write using joined letters that are accurately

Productive modes (speaking, writing and creating)

Students create structured texts to explain ideas for


different audiences. They make presentations and
contribute actively to class and group discussions,
varying language according to context. They
demonstrate understanding of grammar, select
vocabulary from a range of resources and use accurate
spelling and punctuation, editing their work to improve
meaning.

formed and consistent in size.

TEACHING SEQUENCE
WEEK
ACTIVITY
2
Building field knowledge: Find out about the Aboriginal peoples of the NSW south
coast using the Living Knowledge website. ACHHK077

RESOURCES
Copies of text excerpts
from websites

Read and discuss the history of incidents which details contacts between Aboriginal
people in NSW and British colonies between 1770 and 1792. Hot seat imaginary
characters from both sides of each incident to in order to explore differing perspectives
about the events. ACHHK080 ACHHS085

Exploring the context of the text: Identify the narrators point of view in the text.

Topsey Turvey World

Discuss whether this point of view is sympathetic to the various indigenous peoples Cook
met, making references to the text. ACELY1675 ACHHS085
Read extracts (or the whole text) of Topsey Turvey World, compare and contrast with this
text and discuss how the two authors have chosen to recount the first contacts between
British colonisers, Aboriginal people and the fauna of Australia.ACELT1602 EN210C ACHHK080 HT2-4

Responding to the text: View a series of informative texts about Captain Cook from the
school library or online and compare and contrast with the hybrid informative/narrative
format found in this text. Ask students to explain which type of text they prefer and

Variety of texts about


Captain Cook

why.ACELT1604

Exploring the text: Examine the illustrations showing the locations travelled to in the text.
The author does not describe these locations in much detail, so how do the illustrations
work to build the setting? How would the setting change if the illustrations were different
(for example, photographs or a more naturalistic style)? ACELT1599

Samples of images
from text
Samples of
characterisation in
text

Although this is mainly an informative text, the author clearly characterises Captain Cook.
Find examples of this characterisation in the text and discuss how it helps to engage the
reader in the voyage. ACELT1605

Examining grammar: Examine the use of time connectives as a way of ordering the
events in the text. ACELA1491

Find examples of language that would have been more commonly found during Cooks
time (including seafaring references). Why do you think the author included this language?
What effect does its inclusion have on the tone of the text? ACELY1686

Samples of time
connectives
Samples of language
from 1770s

Noun groups
Examining grammar: When the ship runs aground and the crew go ashore to make

repairs, the author deliberately describes the wildlife using noun groups that are linked to
the opinions and experiences of the sailors (including referring to wolves and alligators in
italics). How does this language help to characterise the sailors and their experiences of
an alien land? ACELA1493

Examining visual and multimodal features: The illustrations of Captain Cook use a
low modality style constructed using straight lines, with a gaze that is often closed,

Copies of images of
Captain Cook from text

squinting or looking down (for instance, an offer). How do these illustrations help to
characterise him? ACELT1605

Examining visual and multimodal features: Discuss how the limited colour palette
9

ADDITIONAL
RESOURCES
ASSESSMENT

affects the mood of the text. ACELA1496

Copies of illustrations
from text

Compare and contrast some of the illustrations with Aboriginal X-ray style rock art, bark
art and dot paintings. Why has the illustrator incorporated some of these techniques into
his illustrations? How do they present a point of view which sometimes contrasts that
implied in the written text? ACELY1675
For more ideas download the Random House Teachers Guide (.pdf 606 kB) to Meet Captain Cook. Find rich resources for
Year 4 History and English in the E4AC unit 1788: Was life the same for everyone?
Students understand that texts are structured differently depending upon the purpose of the text (Week 3 & 4)
Students understand and explain how language features, images and vocabulary are used for different effects and to
engage audiences (Week 6, 7 & 8)
Students express preferences for texts (Week 5)