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Term 3 English Overview

Language Language for interaction


- Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
- Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and
reporting them to a larger group (ACELA1488)
Text structure and organisation
- Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
- Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
(ACELA1490)
Expressing and developing ideas
- Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
- Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters
(ACELA1779)
- Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Literacy Texts in context
- Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of
contemporary texts (ACELY1686)
Interacting with others
- Use interaction skills such as acknowledging anothers point of view and linking students response to the topic, using familiar and new
vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Interpreting, analysing, evaluating
- Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
- Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Creating texts
- Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
Literature Literature and context
- Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Responding to literature
- Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 *Aim to WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
have Geo
finished*
C2C Unit C2C L2-3 C2C L4 Persuasive Modality- C L7-8 Visual C2C L12 L14 Assessment booklet Assessment Final copy of letter
Language language in Exploring elements (still and Advertisement Comparing old and Drafting of booklet to student council.
features in advertising persuasive texts moving images) from the past new advertisement. persuasive letter to Drafting of
advertising in advertising *Describing (language features Student Council persuasive letter Extra Task:
*Identify target camera angle, and filming to Student
audiences and techniques) Council
purposes* **Advertising
Familiar toys, assessment**
places, etc.
Writing
groups
C2C Homophones Prefixes over, Word endings Final syllables- Suffix ion added Hard and soft c Hard and soft g Prefixes- in, im, Suffixes ful, Consolidation.
Spelling two syllables under; suffixes dge, ge ture, sure. to b/w ending in Homophone Homophone fore, en. ly, ness.
ward. Final syllables- ss and ct. revision revision
et, it
Proficient: During our online reading lessons, students are given opportunities to engage in using the interactive board. They are required to share ideas about how
their response is appropriate, while considering format and layout. Students are required to also reword information from the focus text, as they have participated in
lessons around copyright policies and plagiarism in the digital technology learning area.

1.1, 1.2, 1.3, 1.5, 1.6 Differentiation strategies and needs are carefully considered in these school planning documents for the school priorities, including writing,
reading, spelling and numeracy. Teaching strategies and specified to cater for the physical, social and intellectual characteristics of my students. With collegial
collaboration and discussions based around student achievements, I was able to group students accordingly and effectively structure teaching to suit their abilities
and needs. This also assisted in the implementation of differentiated groups throughout the year which allowed students to work with specialist teachers and teacher
aides, in refinement or extension based tasks. Strategies to support the needs of students to ensure full participation in learning included students who were
assigned an Individual Curriculum Plan.