~ READING TO LEARN Selecting and Analysing Textstiie a csitaitcabiisitaal. wo Selecting and Analysing Texts Selecting texts to work with in our teaching programs involves three considerations. One is the field (topic or subject matter) of the text. How relevant is the subject matter to our teaching goals in the curriculum? If we are going to spend some time working with the text, it should be a key text in the topic we are teaching, as well as interesting and well written Another criterion is genre. If we are going to use the text as a model for writing, we need to select good models of the genre we want our students to write. But even if we are not using the text as a model for writing, in order to prepare our students to read it, we need to understand the genre so we can analyse and deseribe it for them. The third criterion is mode, that is, how highly written the language is. It needs to be at a level that is appropriate for the stage of school we are teaching. The appropriate language | level for the stage may be challenging for all your students, and perhaps well beyond the independent reading level of some, but you are going to support them all to read each text © with Reading to Learn. There is no longer any need to use low level texts in the classroom. This book introduces the tools you need for identifying the genres of the texts you are working with, and analysing each genre so you can plan reading and writing lessons. The final section provides models of appropriate levels of reading books for each year of school, and a list of recommended reading. Most of the example texts in this book are extracts from longer texts, such as novels or textbooks. This is intended to show you how you can select good models from the text you are using with your class. Contents . Genre families 2 Genres and stages 5 © Phases within stages 5 Stories 6 Chronicles 18 Explanations 16 Reports 18 Procedural texts 20 Arguments 22 Text responses 24 Selecting reading texts at each year level 27 Text patterns at each year level 33 Recommended reading books 36 ‘Answers to genre analyses 41 Reading to Learn - Book 2 - Selecting and Analysing Texts 1Genre families On the next page is a map of the range of texts that all students need to read and write across the curriculum, The map is set out as a series of choices, about the purposes of the texts we are reading or writing. All texts have multiple purposes; the major purpose is the genre. The overall purpose of stories is to engage and entertain readers, so the focus of teaching stories is on the language that authors use to engage readers. The overall purpose of factual texts is to inform readers, so the teaching focus is on key information. The purpose of evaluating texts is to evaluate texts, in the case of text responses, and issues or points of view, in the case of arguments. So the teaching focus is on the evaluative language that accomplished writers use to evaluate and persuade. This map is your first step in lesson planning. Use it to work out the genres of the texts you are using for teaching reading and writing. Each part of the map is set out as a set of questions about the social purpose and structure of each text, which you can ask to identity the genre. Then see the table on page 4 for the stages expected for each genre. Engaging: stories Is ita news story? News stories are grouped as ‘engaging’ because they start with a ‘Lead’ event, that is designed to engage readers, and then report different angles on it, so they are not sequenced in time. If a story is sequenced in time, is it organised around a major complication? If not it may be a personal recount, which simply recounts a series of events, Ititis organised around a complication, is it resolved? In a narrative the characters resolve a complication. itis not resolved, the major purpose of an anecdote is to share feelings about an event, but the major purpose of an exemplum is to judge people's behaviour. Informing: recounts, chronicles, explanations, reports, procedures If the text recounts major events in the writers life, it is an autobiographical recount. If it recounts the stages in a person's life it is a blographical recount. If it sets out stages in period of history, itis an historical recount. If it explains historical stages it is called an historical account. These genres chronicle events in a person's life or a period of history. Does it explain causes and effects? If it explains a sequence of events, it is a sequential explanation. Ifit explains multiple causes for one effect, itis called a factorial explanation. Ifit explains multiple effects of one cause, itis a consequential explanation. Ifit explains effects that depend on alternative conditions (ifa then b, ifx then 2), itis a conditional explanation. Does it direct the reader in the steps to do an activity, such as experiments and observations, using technology, or making things? These are called procedures. Or does it tell what to do and not to do, such as rules, warnings or laws? These are types of protocols. Does it recount the steps done in a procedure, such as an experiment? These are procedural recounts. Does it classify and describe things? Reports are about things, so that are not sequenced in time. A descriptive report classifies and describes one kind of thing, a classifying report classifies different types of things, a compositional report describes parts of wholes. Evaluating: rguments and text responses Does the text argue about one or more points of view? Expositions argue for a particular position, but discussions debate two or more positions on an issue Does it evaluate texts, including verbal, visual or musical texts? Personal responses simply express feelings about a text. Reviews usually describe the text and its context, and make a judgement about it. Oris the purpose to interpret the messages or themes of texts? Reading to Learn - Book 2 - Selecting and Analysing Textswopereudiaquy - 1x2} e yo sawayy/adessaw Supauduayul Buynbqu9 -maynas - (Je9!snwu ‘jensia ‘jequan) 4x0} e Bupenjend sosuodsa, 3x94 asuodsas jeuosiad - 3x93 © ynoge sBuyjaaj Suissaidxa ugenjena UoIssnos|p - MaIA Jo syulod asow Jo omy BuIssnasip Suypensiod squawndue uonysodxa - aia Jo qujod auo Sunsoddns (uodas quawadxa) unoses jesnpasoud - auop sem Ayagoe ue Moy aga (sme ‘s8ujusem ‘sajnu) joz0youd — op 0} 30u pue op 0} ey — lesNpar0ud (wiuyyo8}e ‘uawilsadxa ‘edisa) aunpazoud - Ayanze ue op 0} Moy Jeuopisoduios - sajoym jo sued SurAyssepo - sBuryp yo sadAy ussoyip angdysosap - Buys jo adAy 2u0 leguanbasuos - asnes auo wos sawioayno ajdajnw Suyuuojus sasodind y lepos Je1204984 - w099NO BuO 405 sasNeD BIAAINW \\ rsoy)5 9 sasnea Jeuopipuos - (uayy/j!) sasne> juaBuguos 7 suoneue|dxa Jequanbas - 222 °g asneo Jo aouanbas unoave jeaioasiy -jesne> > qunosai jeayoysty -jesodusay (4B UIRS) A1ORSIY UE SOBEAS oy sages qunovai jeatydeaBo1g — (awn ul 335) ayi| e ul saBeys —P S°POMMP qunosas jes]ydeuZo!qoyne — syuana ay!| quesy}UaIS AU! yunova4 jeuosiad — uowyeatjduioo ou squana jo aaneueu - panjosas aouanbas > Bunestdwos sujSefua panjosasun uinjdwiaxa - snoneyaq SulSpn{ > ‘Auoys smau - aun u! paouanbas 30U aqopoeue — sBuyjoay Suseys . re — Reading to Learn - Book 2 - Selecting and Analysing TextsGenres, purposes and stages Use this table to identify the stages expected for each genre. If the stages don't match the genre you identified for your text, check the genres again in the map on page 3. fog] explanation consequential ‘multiple effects from one cause genre purpose stages recount recounting events ee [orientation narrative resolving a complication ina story | Complication 8 Resolution 3 ‘Orientation a exemplum judging character or behaviour in a story | Incident Interpretation Orientation anecdote sharing an emotional reaction ina story | Remarkable event Reaction autobiographical recount recounting life events ae | biographical recount recounting life stages een E ersreom recountinghstorical events | Baeheround historical aecount explaining historical events eons sequential explanation explaining a sequence etenameny $ | conditional explanation alternative causes & effects Enehoreren | feta explanation multiple causes for one effect _| Phenomenon-outcome a procedure how to do experiments & observations : protocol what to do & not do 1G pedealarl sea pesrcg eee a eee lia descriptive report Classifying & describing a phenomenon : pee classifying i descrlong types OF describing parts of wholes Reading to Learn - Book 2 - Selecting and Analysing Texts e\¢ e;¢————————— ~~ Genres and stages The table on the facing page includes the stages, along with the purpose of each genre. Every text goes through a series of steps to achieve its purpose. For each genre these steps are more or less predictable. The most predictable steps of each genre are known as its stages, for example the well-known Orientation, Complication and Resolution stages of a narrative. Any text will have more than one purpose, but itis its main central purpose that determines the stages that the text goes through to achieve it. The stages of each genre are the next step in developing a metalanguage for the olass- room, Genre stages are written with Initial Capitals, so students always know when we are talk | ing about genre stages. Importantly we don't teach these names as a list, but just when we ‘come across them when teaching each text. (But you could enlarge this table as a poster!) | Phases within stages . Each stage of a genre also includes one or more phases. While the stages are highly predictable for each genre, the phases within each stage can be much more variable. But types of phases still depend on the genre of the text, as well as its field — what the text is about. Stages organise the global structure of each text, but phases organise how it unfolds wit this global structure. For this reason it is important to be able to identify the phases in a text, in order to teach our students how to read it with understanding, and to write new texts that se similar patterns. Unlike genre stage, names for phases are not written with initial capitals. . AAs all texts have more than one purpose, so too phases of a text have more than one purpose, which can be confusing when trying to work what type of phase itis. But each phase also has a main purpose, as each paragraph in a text usually has a ‘main idea’. The functions of various types of phases are described in the following sections. When we analyse a text we can label the types of its phases, as well noting what each phase is about, in a word or | two. If the type of phase is not clear, we can just note what itis about. SG Analysing genres, stages and phases For each set of genres that follows, there are example texts for you to analyse. Name the type of text, and label each stage and phase in the margin, as in the example lesson plans above. Use initial capitals for the names of Text Stages, but lower case for the names of phases. To make it easier, each paragraph in the examples corresponds to a phase. At the end of this book are suggested answers for you to check against your own. It is not important if your analyses are different from the suggested answers. It is far more important that you have identified the phases and can use them to explain to your students what is going on in a text. The kinds of phases we meet in each genre are a third step in developing a metalanguage for the classroom. Again we don't teach them as a lst, but just as we come across them in texts. Reading to Lear - Book 2 - Selecting and Analysing Texts 5Stories ‘There are five main kinds of stories. Stories usually (but not always) begin with an Orientation stage, that sets the context and characters. But the stages that follow depend on the specific purpose of the story. Stories can be about people's actual experiences, or fiction, 1 The purpose of a recount is to recount @ series of events, so its stages include an Orientation and Record of events. 2 The purpose of a narrative is for the contral characters to resolve a complication, so its stages include Orientation, Complication and Resolution. There is also usually an Evaluation following the Complication, that expresses the characters’ feelings about what has happened. 3. The purpose of an anecdote is to share feelings about a complicating event, that is not resolved. The stages of an anecdote include Orientation, Complication and Evaluation, that evaluates the narrator's feelings about what has happened (although the Evaluation can be left implicit) 4 The purpose of an exemplum is to judge a person's character or behaviour. Its stages also include Orientation, Complication and Evaluation, but this evaluates the person's character or behaviour. Anecdotes and exemplums differ from narratives because they have no Resolution. But they are just as common as narratives. 5. The purpose of a news story is to report angles on a newsworthy event. News stories are not sequenced in time. Rather news stories begin with a Lead paragraph that summarises the story, and then come back to it from various Angles. Story phases Phases in stories are the basic building blocks that authors use to construct the plot of a story, and engage the reader. They can be used in many different ways, in all types of stories. ‘Common types of story phases ate as follows. setting presenting people, activities, places, times description _ describing people, places, things episode sequence of events that is expected problem unexpected event creating tension solution unexpected event releasing tension reaction participants feelings about problems, descriptions ‘comment narrator's comments on people, activities reflection participants’ thoughts about meanings of events We can classify these phases in three groups. Setting and descriptions are describing phases: settings present characters, events, times and places at the start of a text stage; descriptions elaborate the story by describing people, things and places. Episodes, problems and solutions carry the action forward: episodes are expected by what has gone before; problems and solutions are unexpected events. Reactions, comments and reflections evaluate what is happening: reactions express characters’ feelings, reflections are what they think about events and people, but comments are intrusions by the narrator. Reading to Leam - Book 2 Selecting and Analysing Texts——— le SRR ove race Label the genre, stages and phases in the following stories. First try to work out the type of story genre. Is it organised around a major Complication? if not i's probably a . recount. One or more of the events in a recount can be a problem, but it is not the major organising stage of the story. If the story is organised around a major Complication, is it resolved (i.e. a narrative)? If not is its central purpose to share feelings (anecdote) or judge behaviour (exemplum)? If you are not sure what to call a phase, this is not a problem. It is more important that you | have identified the phase and have an idea about what its function is in the story. | To get you started, the first story is a narrative, by the Indigenous Australian author Terri Jaenke. The Orientation includes a setting, problem, reaction, description, and a second problem. The Complication starts with Later, on the beach... (Starting a sentence with a time and/or place is a common technique for signalling a shift to a new stage of a text.) | ‘The Complication includes a problem and reaction. The Resolution include a solution and comment. Label each of these stages and phases in the text. . Butterfly Song by Terri Jaenke Ican see the beach where we used to go swimming as kids, in the colder months, before the stingers came out. I remember how my blue swimming togs always held a pile of sand in the crotch. Somewhere in the dunes I lost my red bucket. It was the day we deliberately left Nobby at the beach. The three of us kids cried alot Nobby was a stray mongrel dog that had moved into our house. Clarissa, Shane and I wanted to keep him. Dad said he was a bad dog because he jumped up and grabbed clothing, like Dad’s work socks, off the clothesline. Nobby also chased cars and gave the postman on his bicycle a hard time. So that day, we left the beach @ without him. | ‘The next weekend, when we went back for a swim, Nobby was still there, | hanging around the car park, He looked very sad and dejected. Dad made us act as if we couldn’t see him. ‘Pretend he's invisible.” Later, on the beach, we set up our picnic. Shane had just learnt to walk - well, really he went straight to running. Dad was having a swim and my mother was making sandwiches when Shane disappeared. We searched the beach and the car park and could not find him. Nobby was still there, so my frantic mother said to him, ‘Shane, help us find Shane.’ She had watched too many Lassie movies. Nobby barked and headed towards the estuary. Sure enough, Shane was there, within metres of the deep water. ‘We have to take the dog,’ my mother insisted. © That's how Nobby won his place in our family. To think that was around twenty years ago - but the beach looks just the same. Reading to Lean - Book 2 - Selecting and Analysing Texts 7The next story is an extract from Paul Jennings’ short story A Good Tip for Ghosts (from Uncanny 1984). The short story is a serial narrative, and this extract is one of its five Complications (the Orientation is left out). It builds tension through a series of worsening problems (starting with / thought | heard a noise), characters’ reactions to these problems, and a description of the thing that frightened them. The tension is partly released by a solution, but there is another problem... A Good Tip for Ghosts by Paul Jennings A little way off behind some old rusting car bodies, I thought I heard a noise Pete was looking in the same direction. Iwas too terrified to move. I wanted to run but my legs just wouldn’t work. I opened my mouth to scream but nothing came out. Pete stood staring as if he was bolted to the ground. It was a rustling tapping noise. It sounded like someone digging around in the junk, turning things over. It was coming in our direction. just stood there pretending to be a dead tree or post. I wished the moon would go in and stop shining on my white face. ‘The tapping grew louder. It was coming closer. And then we saw it. Or him, Or whatever it was. An old man, with a battered hat. He was poking the ground with a bent stick. He was rustling in the rubbish. He came on slowly, He was limping. He was bent and seemed to be holding his old, dirty trousers up with one hand. He came towards us. With a terrible shuffle. Pete and Iboth noticed it at the same time. His feet weren’t touching the ground. He was moving across the rubbish about 30 centimetres above the surface. It was the ghost of Old Man Chompers. We both screeched the same word at exactly the same moment. “Run!” ‘And did we run, We tore through the waist-high rubbish. Scrambling. Screaming. Scrabbling. Not noticing the waves of silent rats slithering out of our way. Not feeling the scratches of dumped junk. Not daring to turn and snatch a stare at the horrible spectre who hobbled behind us. Finally, with bursting lungs, we crawled into the back of an old car. Ithad no doors or windows so we crouched low, not breathing, not looking, not ‘even hoping. ‘The passage on the next page is an extract from the novel Follow the Rabbit Proof Fence. it is apivotal passage in the novel, in which the girls are taken from their family by a policeman, Phases include a setting, a series of problems for the family and the policeman, their reactions, and a comment by the author. Obviously the girls getting taken is the major Complication, but is it resolved? Where does the Complcation begin and end? ‘Reading to Lear - Book 2- Selecting and Analysing Textsae } & Follow the Rabbit Proof Fence by Doris Pilkington Molly and Gracie finished their breakfast and decided to take all their dirty clothes and wash them in the soak further down the river. They returned to the camp looking clean and refreshed and joined the rest of the family in the shade for lunch of tinned corned beef, damper and tea. The family had just finished eating when all the camp dogs began barking, making a terrible din. “Shut up,” yelled their owners, throwing stones at them. The dogs whined and skulked away. ‘Then all eyes turned to the cause of the commotion. A tall, rugged white man stood on the bank above them. He could easily have been mistaken for a pastoralist | ot a grazier with his tanned complexion except that he was wearing khaki clothing. Fear and anxiety swept over them when they realised that the fateful day they had been dreading had come at last. They always knew that it would only be a matter of time before the government would track them down. When Constable Riggs, Protector of Aborigines, finally spoke his voice was full & of authority and purpose. They knew without a doubt that he was the one who took children in broad daylight - not like the evil spirits who came into their camps at | night. “I've come to take Molly, Gracie and Daisy, the three half-caste girs, with me to Moore Rive Native Settlement,” he informed the family. The old man nodded to show that he understood what Riggs was saying. The rest of the family just hung their heads, refusing to face the man who was taking their daughters away from them, Silent tears welled in their eyes and trickled down their cheeks. “Come on, you girls,” he ordered. “Don’t worry about taking anything. We'll . pick up what you need later.” When the two girls stood up, he noticed that the . third girl was missing. “Where's the other one, Daisy?” he asked anxiously. “She's . with her mummy and daddy at Murra Munda Station,” the old man informed him. “She's not at Murra Munda or Jimbalbar goldfields. I called into those places before | I came here,” said the constable. “Hurry up then, I want to get started, We've got a Jong way to go yet. You gitls can ride this horse back to the depot,” he said, handing i & the reins over to Molly. Riggs was annoyed that he had to go miles out of his way to find these girls. Molly and Gracie sat silently on the horse, tears streaming down their cheeks as Constable Riggs turned the big bay stallion and led the way back to the depot. A high pitched wail broke out. The cries of agonised mothers and the women, and the deep sobs of grandfathers, uncles and cousins filled the air. Molly and Gracie looked back just once before they disappeared through the river gums. Behind them, those remaining in the camp found sharp objects and gashed themselves and inflicted deep wounds to their heads and bodies as an expression of their sorrow. The two frightened and miserable girls began to cry, silently at first, then uncontrollably; their grief made worse by the lamentations of their loved ones and the visions of them sitting on the ground in their camp letting their tears mix with the red blood that flowed from the cuts on their heads. This reaction to their children’s abduction showed that the family were now in mourning. They were grieving for their abducted children and their relief would ‘come only when the tears ceased to fall, and that will be a long time yet. Reading to Lear - Book 2 - Selecting and Analysing Texts 810 Here is a story for young children transcribed from a picture book with one or two sentences to each page. Like many such books it consists of a series of episodes with regular repeated patterns. Is it a recount or a narrative? Wombat Stew by Marcia Vaughan One day, on the banks of a billabong, a very clever dingo caught a wombat, and decided to make...Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, ‘Wombat stew! Platypus came ambling up the bank. ‘Good day, Dingo,’ he said, snapping his bill. ‘What is all that water for?’ “V'm brewing up a gooey, chewy stew with that fat wombat,’ replied Dingo with a toothy grin. “if you ask me, ‘said Platypus, ‘the best thing for a gooey stew is mud. Big blops of billabong mud.’ ‘Blops of mud?” Dingo laughed. ‘What a good idea. Righto in they go!’ So Platypus scooped up big blops of mud with his tail and tipped them into the billycan. ‘Around the bubbling billy, Dingo danced and sang... ‘Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!” Waltzing out from the shade of the ironbarks came Emu. She arched her graceful neck over the brew. ‘Oh ho Dingo,’ she fluttered. ‘What have we here?’ Gooey, chewy wombat stew,’ boasted Dingo. ‘If only it were a bit more chewy’ she sighed. ‘But don’t worry. A few feathers will set it right’ “Feathers? Dingo smiled. “That would be chewy! Righto, in they go!’ So into the gooey brew Emu dropped her finest feathers. ‘Around and around the bubbling billy, Dingo danced and sang... ‘Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!” Old Blue Tongue the Lizard came sliding off his sun-soaked stone. ‘Sssilly Dingo,’ he hissed. ‘There are no fliesss in this ssstew. Can’t be wombat ssstew without crunchy fliesss in it’ And he stuck out his bright bluetongue. ‘There's a lot to be said for flies,’ agreed Dingo, rubbing his paws together. ‘Righto, in they go!” So Lizard snapped one hundred flies from the air with his longue tongu and flipped them into the gooey, chewy stew. ‘Around and around and around the bubbling billy Dingo danced and sang, “Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!” “Ah hat’ cried Dingo. ‘Now my stew is missing only one thing’ “What's that?’ asked the animals. “That fat wombat!’ “Wait! Stop! Hang on, Dingo! You can’t put that wombat into the stew yet! “Why not?” "You haven't tasted it.’ ‘Righto! I'l taste it!” ‘And that very clever dingo bent over the billy and took a great, big slurp of stew. ‘Aaaaaaargruffooee ‘I'm poisoned! he howled. ‘You've all tricked me!’ ‘And he dashed away deep into the bush, never again to sing... ‘Wombat stew, ‘Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!’ Reading to Learn - Book 2 - Selecting and Analysing Texts—————————— ) Here is a typical news story, with a Lead paragraph and a series of angles on the events, from different people's points of view (which you can label angle1, angle2 and so on). Another common news story phase Is a flashback to preceding events, and there is also a flashforward to an event that is planned. Slow progress in mine rescue bid Rescuers trying to reach three miners trapped nearly a kilometre ‘underground in a Tasmanian gold mine have made slow progress over night. Beaconsfield Gold Mine management is expected to hold another media conference today to update the public on the rescue mission. But after 36 hours, fears are growing for the trapped miners - Todd Russell, Larry Knight and Brant Webb. They became trapped after a minor earthquake triggered a rock fall at the Beaconsfield Gold Mine at 9.30pm on Tuesday night. Fourteen other miners working 7 underground made it to a safety chamber and escaped unscathed. ‘The 1000-strong community of Beaconsfield, 40kms north-west of Launceston, has spent an anxious night waiting for news. “Unfortunately there's no new information coming out during the night,” West Tamar mayor Barry Easther told Channel Nine this morning. “They are making . progress .. [know they have been working very hard overnight to try and get to the . area where the trapped miners are.” He said the families, who are being cared for by counsellors, are desperate for news. “The families are doing it pretty tough ... they will be getting very anxious and very keen to get some information,” he said. “I don’t think there is anything worse than having to wait for news of loved ones. It’s the not knowing that is the real difficultly for those families.” ‘An earthmover, equipped with cameras and remotely-controlled, was to be sent into the mine to try to dig its way through to the trapped men. Mine manager Matthew Gill said yesterday that grave fears were held for the ‘men, but one ray of hope was that the mine’s ventilation system was still working last night and water supplies were not a concern. All three men are experienced ‘miners, and this improves their chances of survival, Mr Gill agreed. Reading to Learn - Book 2 - Selecting and Analysing Texts "2 This exemplum is an extract from Desmond Tutu's book, No Peace without Forgiveness. The Orientation includes a setting and description, the Complication has a series of problems and reactions, and the Evaluation judges the character of South Africa's apartheid leaders, and the resistance leaders. Helena’s story My story begins in my late teenage years as a farm girl in the Bethlehem district of Eastern Free State. As an eighteen-year-old, I met a young man in his twenties. He was working in a top security structure. It was the beginning of a beautiful relationship. We even spoke about marriage. Abubbly, vivacious man who beamed out wild energy. Sharply intelligent. Even if he was an Englishman, he was popular with all the ‘Boer’ Afrikaners. And all my girlfriends envied me. Then one day he said he was going on a ‘trip’. ‘We won't see each other again... maybe never ever again.’ I was torn to pieces. So was he. An extremely short marriage to someone else failed all because I married to forget. ‘More than a year ago, I met my first love again through a good friend. I was to lear for the first time that he had been operating overseas and that he was going to ask for amnesty. 1 can't explain the pain and bitterness in me when I saw what was left of that beautiful, big, strong person. He had only one desire ~ that the truth must come out. ‘Amnesty didn’t matter. It was only a means to the truth. Today I know the answer to all my questions and heartache. I know where everything began, the background. The role of ‘those at the top’, the ‘cliques’ and ‘our men’ who simply had to carry out their bloody orders... like ‘vultures’. ‘And today they all wash their hands in innocence and resist the realities of the Truth Commission. Yes, I stand by my murderer who let me and the old White South Africa sleep peacefully. Warmly, while ‘those at the top’ were again targeting the next ‘permanent removal from society’ for the vultures. I finally understand what the struggle was really about. I would have done the same had Ibeen denied everything. Ifmy life, that of my children and my parents was strangled with legislation. If I had to watch how white people became dissatisfied with the best and still wanted better and got it. I envy and respect the people of the struggle ~ at least their leaders have the guts to stand by their vultures, to recognise their sacrifices. What do we have? Our leaders are too holy and innocent, And faceless. I can understand if Mr FW. de Klerk says he didn’t know, but dammit, there must be a clique, there must have been someone out there who is still alive and who can give a face to ‘the orders from above’ for all the operations. Dammit! What else can this abnormal life be than a cruel human rights violation? Spiritual murder is more inhumane than a messy, physical murder. At least a murder victim rests. [wish I had the power to make those poor wasted people whole again. I wish I could wipe the old South Africa out of everyone's past. Reading to Leam - Book 2 - Selecting and Analysing Textsee w Chronicles ‘We saw above that stories may be fictional, or about events that actually happened, such as Greg's story above, about being taken from his family as a child. There is a set of common factual story genres that are found in English and history. These include autobiographical recounts, Where the writer (or speaker) recounts the major events in her life, biographical recounts, which | set out the stages in a person's life, historical recounts, which set out stages in a period of history. recount type yo] Label these genres, their stages and phases. Phases are stage1, stage2 and so on. e Lavina Gray ‘My name is Lavina Gray. I grew up in Wellington NSW. My tribal area is the Wiradjuri tribe, which goes from Wellington around to the Riverina area. I went to school at ‘Wellington Public School. There was a lot of racism there as well, in the school. I come from a family of 15 children, 9 boys and 6 girls. It was a bit chaotic then as a child. But it ‘was fun. It was a big family, so it was good. Twent to Wellington High. [let school at 14. Thad to leave school because there were too many children in the family so I had to help my mother. I then came to Sydney and stayed with my brother and sister-in-law and their children. I then worked in factories wherever I could. ‘Then I became a defacto at 17. I was with him until the birth of my first child. I then. went back home to Wellington to my mother, cause I needed to be near my mother. Every girl needs to be near their mother with their first child. A very dramatic thing, My first job in the education sector was AEA. AEA stands for Aboriginal Educated Assistant, went to Sydney University for that course. An AEA job allows you to work in any schools where there's Aboriginal children or Aboriginal students, It can be primary, pre-school, long day or high school. It doesn’t really matter. I then stayed at Murrawina after graduation. Murrawina means ‘black women’ because black women started Murrawina. It was, it’s a long day-care centre that caters for Aboriginal children. The College of Advanced Education came to Murrawina and asked if any of us ‘would like to go to do the course - the teaching course. So three of us applied. I first began the course, there was thirteen of us. I’m the only one that graduated in that course. So graduating as an Aboriginal teacher was really a big boost for me. I got the biggest applause. I was nearly in tears. And I was wearing my Aboriginal sash down here, the “ black, yellow and red sash that represented my country, my culture. Reading to Loam - Book 2 - Selecting and Analysing Texts 18“ Nganyintja AM Nganyintja is an elder of the Pitjantjatjara people of central Australia, renowned internationally as an educator and cultural ambassador. She was born in 1930 in the Mann Ranges, South Australia. Her early years were spent travelling through her family’s traditional lands, living by hunting and gathering, and until the age of nine she had not seen a European. At that time her family moved to the newly established mission at Ernabella, 300km to the east of the family homeland. They were soon followed by most of the Pitjantjatjara people, as they were forced to abandon their Western Desert lands during the drought of the 1940s. At the mission, Nganyintja excelled at school, becoming its first Indigenous teacher. She married Charlie Ilyatjari and began a family that would include four daughters, two sons, eighteen grandchildren and ever more great-grandchildren. In the early 1960s the family moved to the new government settlement of ‘Amata, 100km east of their traditional lands, which they visited with camels each summer holiday, renewing their ties to the land and educating their children in their traditions. Then in 1979 they were able to buy an old truck and blaze a track through, the bush to re-establish a permanent family community at Nganyintja’s homeland of Angatja. In those years the tragedy of teenage petrol sniffing began to engulf the Pitjantjatjara people. Nganyintja and Mlyatjari established a youth cultural and training program at Angatja, and worked for many years to get young people out of the settlements in the region and educate them, both in their cultural traditions and in community development skills. In addition, Nganyintja became a widely respected leader and spokesperson for her people. During the 1980s Nganyintja and Iyatjari hosted many visits from students and organisations interested in learning about Indigenous Australian culture. In 11989 they established a cultural tourism venture known as Desert Tracks, that has brought hundreds of Australian and international visitors to Angatja, and provided income and employment to many Pitjantjatjara people, as well as winning major tourism awards. In 1993 Nganyintja was awarded the Order of Australia Medal for her services to the community. Reading to Leam - Book 2 - Selecting and Analysing TextsD © When emperors ruled ‘The Republic lasted in Rome from 509-27 BC. During that time, Rome conquered many lands and grew into a large empire. However, at around 100 BC, Rome experienced some problems. Soldiers returning from wars overseas found their farms run down and burdened by debt. They would sell their farms and go to find work in the city, but most of the work was done by slaves, so there were not enough jobs for them. Many of the food-producing areas of the country were being destroyed by wars, and food and housing were in short supply. People were unhappy with the way they were being governed by the rich upper class and they demanded greater rights. Soon, Rome was divided into two savage groups fighting bitterly for power. Murders and fighting in the streets became common events. Rome reached the stage where there were civil wars (that is, wars between people of the same country) over many years. Rome needed a strong leader who could end all the trouble and unrest. Julius Caesar emerged as a popular leader after winning many battles abroad. He was elected consul and had complete power. He helped to lay the foundations of law and government that lasted in Rome for many centuries. Unfortunately, he was stabbed to death in the Senate house. After several years, his adopted son, Octavian, defeated all Caesar's enemies and gained power. Octavian took the name Augustus and declared himself emperor. The age of the Republic had ended and from then on the Roman Empire was ruled by one man (the emperor), like an all-powerful king. The emperor was assisted by numerous officials. The Romans still elected their senators and consuls (although indirectly) but the emperor was the head of government. Augustus started to improve the way the empire was run. He raised taxes, built towns, roads, fortifications and commanded the army. Rome prospered during the reign of Augustus (27 BC-AD 14). Emperors continued to rule the Roman Empire for over 400 years. Reading to Learn - Book 2 - Selecting and Analysing Texts 18Explanations el Explanations also have two main stages, Phenomenon and Explanation. The Phenomenon is what Is being explained, and may be a paragraph or just a sentence. There are three common kinds of explanations. + Asequential explanation explains a sequence of events, so the phases are usually steps Inthe explanation, ‘factorial explanation explains multiple causes for one effect, so each phase is a factor inthe explanation, ‘A consequential explanation explains multiple effects of one cause, so each phase is a ‘consequence in the explanation. ‘explanation type purpose Explanation phases Label these explanation genres, their stages and phases. Fire ~a natural process which is now significantly influenced by humans Since the advent of the present vegetation pattern around 10,000 years ago, fire we} < has been crucial in modifying the Mallee environment. Regeneration of the Mallee depends on periodic fires, Old mallee produces a build-up of very dry litter and the branches themselves are often festooned with streamers of bark inviting a flame up to the canopy of leaves loaded with volatile eucalyptus oil. ‘Aadry electrical storm in summer is all that is needed to start a blaze, which, with a very hot northerly wind behind it will race unchecked through the bush. The next rain will bring an explosion of ground flora; the summer grasses and forbs not able to compete under a mallee canopy, will break out in a riot of colour. New shoots of mallee will spring from the lignotuber and another cycle of succession will begin. 16 Reading fo Leam - Book 2 - Selecting and Analysing TextsReports w } Reports classify and describe things, so they have two predictable stages, Classification and Description. The Classification may be a paragraph or just a sentence at the beginning. ‘There are three common kinds of reports. + A descriptive report classifies and describes one kind of thing, and the phases in the Deseription depend on what is being described. Reports about animals usually include phases on appearance and behaviour. Reports about societies usually include phases ‘on geographic location, economy, social organisation, religion and so on (e.g. the Kulin Nation report above). + Aclassitying report classifies different types of things, so each phase in the Description is usually one type of entity. | + compositional report describes parts of wholes, so each phase in the Description stage \ is usually one part of the whole. report type purpose Description phases & The term ‘report’ is also used for many other kinds of texts ~ news reports, experiment reports, and so on, but we use it specifically for those texts that classify and desoribe things. These are also often called ‘information reports’. F | Label these types of reports, and their stages and phases. Goannas © Australia is home to 25 of the world’s 30 monitor lizard species. In Australia, monitor lizards are called goannas. | Goannas have flattish bodies, long tails and strong jaws. They are the only lizards with forked tongues, like a snake. Their necks are long and may have loose folds of skin beneath them. Their legs are long and strong, with sharp claws on their feet. Many goannas have stripes, spots and other markings that help to camouflage them, The largest species can grow to more than two metres in length. All goannas are daytime hunters. They run, climb and swim well. Goannas hunt small mammals, birds and other reptiles. They also eat dead animals. Smaller goannas eat insects, spiders and worms. Male goannas fight with each other in the breeding season. Females lay between two and twelve eggs. Reading to Leam - Book 2 - Selecting and Analysing Textsa wo Producers and consumers We have seen that organisms in an ecosystem are first classified as producers or as consumers of chemical energy. Producers in ecosystems are typically photosynthetic organisms, such as plants, algae and cyanobacteria. These organisms build organic matter (food from simple inorganic substances by photosynthesis). ‘Consumers in an ecosystem obtain their energy in the form of chemical energy present in their ‘food’. All consumers depend directly or indirectly on producers for their supply of chemical energy. Organisms that eat the organic matter of producers or their products (seeds, fruits) are called primary consumers, for example, leaf-eating koalas (Phascolarctos cinereus), and nectar-eating honey possums (Tarsipes rostratus). Organisms that eat primary consumers are known as secondary consumers, ‘Wedge-tailed eagles that prey on wallabies are secondary consumers. Some organisms consume the organic matter of secondary consumers and ate labelled tertiary consumers. Ghost bats (Macroderma gigas) capture a variety of prey, including small mammals. ‘Transport in the body ‘Transport systems are needed inside the body of all living things. In humans the blood or circulatory system carries digested food and other materials around the body. ‘The blood contains 20 billion tiny cells floating in a liquid called plasma. The cells are of two different kinds red cells which carry oxygen and white cells which attack germs. Platelets which are microscopic discs, help in blood clotting. Red blood cells are made in bone marrow. They live for about 100 days and then they are destroyed by the liver. The bone marrow makes new cells to replace the destroyed cells. White blood cells protect the body against toxins and infections. The chemicals into which food has been broken-down are carried to all the body's cells in the blood. Blood also carries waste away from the cells. The blood moves through a series of tubes called blood vessels. The tubes could ‘be compared with the road network of a country. However there are no head-on crashes as the tubes are strictly one-way. Blood is pumped around the body by the heart. Tubes called arteries carry blood away from the heart. Except for the artery to the lungs they carry bright red blood, rich in oxygen. Tubes called veins bring blood back to the heart. Except for the vein from the lungs they carry dark red blood, short of oxygen. The smallest arteries and veins are linked by tiny tubes called capillaries. ‘Through their fine walls, oxygen and the chemicals from food are delivered to the cells all over the body, and waste products are collected. Reading to Leam - Book 2 - Selecting and Analysing Texts 19Procedural texts Procedural texts include procedures that instruct us how to do an activity, procedural recounts that recount how a procedure was performed, and protocols that tells us what to do and what not to do. * procedures instruct us how to do an activity, such as recipes and technology instructions. They usually start with Materials & equipment (ingredients in recipes), followed by @ sequence of steps as the Method, and they may begin with a statement of Purpose (that may be just the til) * procedural recounts recount how a procedure was performed, such as experiment reports. ‘They usually start with the Purpose, then the Method, then Results, and may include Discussion/Conclusion or Recommendations. * protocols instruct us what to do and what not to do, such as warning and rules. Protocols are not sequenced in time. They usually consist of a simple list of rules or warnings. Procedural type purpose stages The Strongest Parts of a Magnet Aim: To find out which part of the magnet is the strongest. Equipment: You will need a magnet, pins or some-thing that is mad out of iron. Steps: 1, Spread your pins out on the table. 2. Put your magnet over your pins. 3. See what happened/s. 4, Repet trying sides with pins. 5. See which side is the strongest by comparing. Results: The pins all went to the poles. Conclusion: found out that the poles where the strongest part of the magnet, Bus Safety 1. Always keep your hands and feet to yourself. 2. Never eat or drink in the bus because you could choke on your food when the bus stops. 3. Don’t draw on the bus. 4, Don't litter on the bus because a baby could pick it up and he or she could choke on it. 5. Don’t argue on the bus because it could distract the bus driver. 20 Reading to Learn - Book 2 - Selecting and Analysing Texts ~ee eee Division Without Carrying Outcomes * Yr3-4 — Uses mental and informal written strategies for multiplication and division. Selects appropriate strategies for multiplication and division Key Content + Dividing 3 digit by 1 digit number + Determine factors for given number « Interpret remainders in division problems + Dividing numbers by 1 digit operator Steps 1. Read the algorithm. Estimate what the answer will be. 2. Draw a division symbol. Put the large number on the right, and the small number on the left. Start in the hundreds column. 6+2=? Write the 3 above the hundreds column. Next work in the tens column. 8 Write the 4 above the tens column. Work in the units column. 4+: Write the 2 above the units column. Read the whole algorithm with the answer. Is it close to your estimate? PEN AVERY Warnings ‘This appliance has been designed specifically for the purpose of boiling drinking quality water only. Under no circumstances should this product be used to boil any other liquids or foodstufis. Always use the appliance on a dry, level surface. Do not touch hot surfaces. Use handle for lifting and carrying the appliance. Never immerse the kettle base, switch area, power base or cord in water, or allow moisture to come in contact with these parts. Keep clear of walls, curtains and other heat or steam sensitive materials. Minimum 200mm distance. The appliance is not intended for use by young children or infirm persons without supervision. Young children should be supervised to ensure that they do not play with the appliance, Do not let the cord hang over the edge of a table or counter, touch hot surfaces or become knotted. Do not place on or near a hot gas burner, electric element, or in a heated oven. This appliance is intended for household use only. Do not use this apptiance for other its intended use. Do not use outdoors. ‘Do not operate the kettle on an inclined surface. Do not move while the kettle is switched on. Always turn the power off at the power outlet and then remove the plug fro the Reading to Learn - Book 2 - Selecting and Analysing TextsArguments We use the term ‘argument genres’ for texts that argue for a point of view or discuss two or more points of view. There are two main argument genres. + Expositions argue for a point of view, by stating a position, or Thesis, then supporting it with a series of Arguments, and concluding with a Restatement of the Thesis, + But discussions debate two or more points of view about an issue. They begin by stating the Issue, and then give the different Sides to the debate, concluding with a Resolution of the debate, judging which side is more valid. argument type purpose Phases in the introduction of an argument include a general statement (the position or issue statement), then a preview of the arguments or sides. Phases in the body of expositions include supporting arguments, that can be labelled argument, argument2 and so on. Phases in in the body of discussions include different sides, that can be labelled sidet, side2 and so on. Each paragraph in the body of an argument includes a topic sentence, and elaboration. Elaborations may include evidence, examples, grounds, conclusions. Phases in the conclusion stage include a review of the arguments or sides, summing up the evidence presented, and a concluding statement (restating the position or resolving the iscussion). The following two texts were written by school students. Work out which is a discussion or exposition, and write the names for each stage and phase beside the text. Reading to Lear - Book 2 - Selecting and Analysing Texts w} ¢ weShould sporting heroes promote sport and alcohol Whenever we turn on the TV or radio, we are dazzled by sportsheroes celebrating their victory by drinking alcohol or smoking tobacco. At first, we may think it is entertaining and harmless, but if we examine the issue more closely, questions arise in our minds about the effect these advertisements have on people. There are several reasons why sporting heroes should promote alcohol and tobacco products. Firstly, there would be more income for the tobacco, brewing and advertising communities to spend on sporting facilities, bodies and teams. This would lead to greater sponsorship and promotion of sport. Secondly, people themselves have to make the decision whether they want to smoke or drink. Advertisements cannot force you. On the other hand, there are many reasons why sporting heroes should not promote tobacco and alcohol products. One important reason is that it may be a cause of under-age drinking and smoking, as it encourages sports fans to feel good about these behaviours. Secondly, it appears that sporting people promoting these products are not showing respect for their own bodies. Finally, smoking and drinking are hazardous to health, and young people should be discouraged from taking them up. Even though there seem to be reasonable arguments for sporting heroes promoting such products, the advertising of these products may be bad for the health and well-being of young Australians. Therefore it has more disadvantages than advantages. In Favour of Progress ‘We must not stand in the way of progress because it has benefited our world in many ways. It has improved our standard of living and has made things easier for us. We have more leisure time, communication is easier, our entertainment has improved, and services are quicker. Firstly progress has made life easier in the home. For example, cooking is made a lot easier with gas or electric stoves and microwaves. We can have more leisure time instead of having to go outside on a windy night to chop wood and make a fire. Secondly the invention of advanced forms of communication has saved many people. We are able to use telephones to help people who are injured or in danger. All we have to do is pick up the phone, and police, ambulance or fire brigade can be contacted. Furthermore, telephones help people to communicate with friends and relatives. We can simply ring someone instead of travelling to see them. Thirdly, television is another great product of technological progress. If we have nothing to do at home, we can turn on the television and watch movies, comedy or cartoons. In addition, the news on television shows us what is going on around the ‘world as itis happening. Finally, activities like banking takes less time because we have quicker service, thanks to technological advanves such as teller machines. Instead of waiting in ‘a queue to sign our name on pieces of paper, we now have plastic cards that are recognised by these teller machines. In conclusion, progress has created technologies such as appliances that give us more leisure time, telephones to improve our communication, television to provide entertainment and information, and teller machines to save time. All these things have improved our standard of living and made life easier for us. Feeding to Learn - Book 2 - Selecting and Analysing Texts24 Text responses Often students are asked to say how they feel personally about a text they have read, seen or heard. Less experienced readers may then write just that — a personal response that expresses their feelings, often with a retelling of the story. But more experienced readers know that they are actually supposed to evaluate the text more objectively — what the teacher actually wants is a review, that describes the text and makes a judgement about it. ‘The most highly valued type of response is an interpretation, that interprets the message that a text stands for, and give a synopsis of those elements of the text that carry the message. The stages of reviews and interpretations are highly predictable. Reviews usually begin by outlining the Context of the text, followed by a Description of the text, and conclude with an Evaluation of the text. Interpretations begin with an Evaluation of the text and its message, followed by a Description of those aspects of the text that carry the message, and conclude by Reaffirming the evaluation of the text and message. Since responses are usually short texts, we need not be concerned with the phases within ‘each stage. The following table summarises their stages instead. response type purpose stages Students can be taught to read and write reviews from middle primary years. Reviews are very common in print media and on the web, so good model reviews are easy to find. It important to teach review writing in primary school, as students are expected to start writing interpretations in junior secondary. Interpretations are much less common in the mass media, ‘but models can be obtained from exam samples, or by writing your own. To teach students to write responses to a text that the class is studying, use a model reponse about another text. This should ideally be a text that the students all know, such as a popular movie. Do @ Detailed Reading on the model response, then brainstorm new content about the text you have been studying. In Joint Rewriting follow the language patterns of the mode! text, with the new content, as we do for rewriting stories. This is an effective way for students to learn the evaluative language patterns of good text responses. The following responses are all about the book and movie Follow the Rabbit Proof Fence, all downloaded from the web. Label each with the type of response, and its stages. Within Description stages you can name phases of the story, such as ‘constable takes the girls’, and ‘escape and walk back’. Reading to Leam - Book 2 - Selecting and Analysing Texts wv ¢Rabbit Proof Fence 1 This book is about one of the dark chapters of Aboriginal Australian history: The “Stolen Generations”. The “Aboriginal Protection Act” of 1897 allowed the authorities “to cause every Aboriginal within any district to be removed to, and kept within the limits of, any reserve”. In addition, article 31 allowed them to provide “for the care, custody, and education of the children of Aboriginals” and prescribed “the conditions ‘This is the political background, the setting which must be comprehended before the story’s full tragedy can be understood. Three girls, Molly, Gracie and Daisy, are “half-caste” Aboriginal youngsters living together with their family of the Mardu people at Jigalong, Western Australia. One day a constable, a “Protector” in the sense of the Act, comes to take the three girls with him. They are placed in the Moore River Native Settlement north of Perth, some 1,600 kilometres away. Most children this was done to never saw their parents again. Thousands are still trying to find them, ‘This story is different. The three girls manage to escape from the torturing and authoritarian rule of the settlement’s head. Guided by the rabbit-proof fence, which, at that time ran from north to south through Western Australia, they walk the long, distance back to their family. ‘The authors are not professional writers which you'll notice while you read. But despite occasional stylistic flaws, the book has one advantage over novels: it’s authentic, And this makes the story even more remarkable and the reader more and ‘more concerned and shocked about the circumstances of that time. In the end you'll be as happy as the Mardu people when the girls come home, but your understanding, of Australian history may have changed. Rabbit-Proof Fence 2 felt so much pain for Gracie when she was taken again. I felt like rescuing her. I felt like bursting into tears when she cried “I wanna take the train to Mummy!” The whole situation is hard to take in... But the fact that no matter what they did they were driven back to that horrible Moore River place. It broke my heart when she had the disagreement with Molly because she was desperate to see her mother again. It ‘was so hard for her, having a different mother to both the other girls, knowing she was only a while away. “Come on, we've got to go” “But Molly, Mummy at Wiluna. I want Mummy.” In the real event, Gracie Fields did get to Wiluna, but was discovered and taken the next day. She never made it to Jigalong It just teared me apart... Does anyone else feel that? Reading to Learn - Book 2 - Selecting and Analysing Texts 2526 Rabbit Proof Fence 3 from ABC Message Stick It’s intriguing how a simple story (originally released in 1996 with the title Follow The Rabbit-Proof Fence) could become such a huge international success. Aunty Doris had an amazing mother who undertook the most incredible journey of her life against every single adversity -both natural and man-made - and still ended up losing her own precious children to the same government policy she thought she had conquered. It could only happen in Australia really. For those on another planet for the last 12 months (or in denial of Australia’s terrible history of abuse against Aboriginal people), Rabbit Proof Fence is the true story of Molly, born near Jigalong in the remote Pilbara region of Western Australia. Forcibly stolen as a child from her mother, along with her two sisters she is taken to the penal like Moore River Settlement near Perth - a long way from home and virtually another world for the trio. The policy makers of the time were adamant about the “rescue of the native” in Western Australia - that by integrating them into white society and breeding them out they could be saved from their own “primitive savagery”. Moore River was a testament to these scruples in that it was responsible for training these half-caste children to be servants for white families, mainly in regional areas. Treated harshly at Moore River, Molly sees only one option for her and her siblings - to commence the journey back home to her mother and extended family on foot. Escaping from their captors, the girls had no maps to guide them on the 1600 kilometre journey, just a long standing landmark to man’s battle against nature - a north/south running rabbit-proof fence that stretched the length of the country to lead them home. It’s gripping stuff really, full of adventure, tragedy and rejoices - prime material for a feature length movie. It took the bravery of Australian director Phillip Noyce to see the inner triumph of this novel and turn it into a much lauded and almost definitive visual record of this country’s treatment of Aboriginal people. And every single word is based on truth. Aunty Doris has followed up this story with her recent release Under the Windmarra Tree. She writes with real passion and dignity that could only be conducted by the daughter of the main character. Needless to say, Rabbit-Proof Fence is one of the greatest Australian stories ever told. A milestone of an experience that still remains tragically silent in this country. Reading to Leam - Book 2 - Selecting and Analysing TextsSelecting reading texts at each year level (On the next pages are extracts from popular books that your students might read at each year level, from Year 1 to Year 10. ‘On the following two pages is a rubric, that compares the register and language patterns of these texts in detail. You can use this rubric as a guide to identify the kinds of language features your students should be reading at their year level, and to select appropriate reading books for your class, Of course individual students may be independently reading different levels of books. The text examples and rubric are a guide for the reading level you should be aiming for with your class. ‘When you are choosing books to read with the lass, compare a page or two with the example texts, and the language descriptions in the rubric. You could photocopy a page of the book, and mark some of the phases, lexis, conjunctions, reference and appraisal, as we do for assessing students’ writing, This will give you a very accurate comparison with the levels in the rubric. It is sometimes difficult to tell the level of a book, because the subject matter (field) is at a different level from the language. One example is Lockie Leonard which has a level of language that is apropriare for Year 5, but has some themes that are more appropriate for junior secondary. Another example is the texts for Year 7 and Year 8, Gracey and The Red King. The field of Gracey seems quite grown up — the characters are smoking, and dealing with serious life issues, whereas the field of The Red King is a medieval fantasy. But when ‘we look closely at the language, itis easy to see that The Red King uses a lot more elaborate literary language than Gracey, and Is therefore more challenging for children to read. For this reason, while these books illustrate appropriate language levels for each year level, they are not necessarily recommended reading books for that year level. You need to consult the recommended reading lists for your education department, and the reading list at the end of this book. 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