New South Wales Curriculum

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing

Speaking and Listening 1

Outcome: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Specialised English Lesson Oral Language Module: Speaking & Listening (Yrs 3 & 4) Listening Well
Specialised English Lesson Oral Language Module: Speaking & Listening (Yrs 3 & 4) Ways of Speaking
Study the Argument Comprehension module via the Comprehension link in Skill Builder for clues to assist with analysing what a speaker is saying (Extending Literacy)

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)

Specialised English Lesson Oral Language Module: Asking Questions (Yrs 3 & 4) Did You? Didn’t You?
Work in pairs to select a favourite Puzzle Palace challenge and report reasons for the decision back to the class. Discuss the different language uses in the informal and formal setting (Extending Literacy)

Understand and apply knowledge of language forms and features

understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Specialised English Lesson Oral Language Module: Speaking and Listening (Yrs 3 & 4) Ways of Speaking
Use appropriate social conventions to work with others to complete general worksheet #2 for the Reading Library story I’m Not Afraid (Scary - Extending Literacy)

Respond to and compose texts

interact effectively in groups or pairs, adopting a range of roles
use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792)

Specialised English Lesson Oral Language Module: Oral Reports (Yrs 3 & 4) Giving a Speech
Choose a project from Make and Do and instruct an audience how to create the chosen item (Extending Literacy)
Specialised English Lesson Oral Language Module: Speaking & Listening (Yrs 3 & 4) Conversations (Part B)
Specialised English Lesson Oral Language Module: Working in a Group (Yrs 3 & 4) Group Work
Work collaboratively to complete a Choose Your Own Adventure Story in the Reading Library discussing reasons for choices made (Extending Literacy)

Writing and Representing 1

Outcome: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Types of Texts

Understand and apply knowledge of language forms and features

plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694)

Specialised English Lesson Reading Module: Research Skills (Yrs 3 & 4) Finding Out
Specialised English Lesson Reading Module: Research Skills (Yrs 3 & 4) Graphic Organisers
Use the Sentences module via the Grammar link in Skill Builder to assist students with making simple sentences into complex sentences (Extending Literacy)
Select a setting, character and plot in Story Machine to create an imaginative text (Extending Literacy)
Use Reading Library stories to springboard ideas for text creation e.g. Dr. Wow (Adventure - Extending Literacy):
- An imaginative text about an adventure in a time machine.
- An informative text about a famous inventor.
- A persuasive text about an invention that changed the world.
Or Arachnophoebe (Scary - Extending Literacy):
- An imaginative text about an encounter with a scary animal.
- An informative text about common phobias.
- An explanation text about how spiders spin a web.
- A persuasive text about spiders – friend or foe?
Use the How to write…series of digital documentaries in Write Time to assist with planning and drafting imaginative, informative and persuasive texts (Extending Literacy)

understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Specialised English Lesson Reading Module: Studying Poetry (Yrs 3 & 4) Nonsense Devices
Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 3 & 4) Funny Words
Identify uses of poetic devices in the Rhyme Time poems e.g. the use of neologisms in The Owl and the Pussycat (Extending Literacy)

Respond to and compose texts

plan and organise ideas using headings, graphic organisers, questions and mind maps

Specialised English Lesson Reading Module: Research Skills (Yrs 3 & 4) Graphic Organisers

create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601, ACELT1794)

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Imaginative Texts
Use Reading Library stories to create a new text that tells the story from a different point of view, has an alternative ending or is a sequel to the original story (Extending Literacy)
Plan and create a digital comic based on a familiar traditional story like the ones in Graphic Classics (Extending Literacy)

create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Select a setting, character and plot in Story Machine to create an imaginative text and present it in a visual format using sound effects and voiceovers (Extending Literacy)

reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Specialised English Lesson Writing Module: Punctuation (Yrs 3 & 4) What is Punctuation?
View the Capital Letters and Full Stops modules via the Punctuation link in Skill Builder to assist with editing skills (Extending Literacy)

reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Specialised English Lesson Writing Module: Editing Skills (Yrs 3 & 4) Making it Read Better
Use Spelling modules in Skill Builder to improve knowledge of revising written texts for spelling accuracy e.g. suffixes (#13 & #15) & i before e (#16) (Extending Literacy)

Handwriting and using digital technologies

Outcome: A student uses effective handwriting and publishes texts using digital technologies

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

recognise that effective handwriting and presentation of work is required in order to communicate effectively for a range of audiences

Understand and apply knowledge of language forms and features

write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility
recognise that legibility requires consistent size, slope and spacing

Respond to and compose texts

write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1684, ACELY1696)

Handwriting skills can be developed and refined via the student worksheets that complement all Reading Library stories, Rhyme Time poems and Skill Builder activities. (Extending Literacy)

use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697)

Specialised English Lesson Writing Module: Digital Texts (Yrs 3 & 4) Making Digital Texts
Use appropriate software to create Ziptales-style e-books or digital documentaries.

Reading and Viewing 1

Outcome: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

discuss how a reader's self-selection of texts for enjoyment can be informed by reading experiences

Specialised English Lesson Reading Module: Responding to Texts (Yrs 3 & 4) Enjoying Texts

Understand and apply knowledge of language forms and features

use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Specialised English Lesson Writing Module: Language Features (Yrs 3 & 4) Looking Below the Words
Examine how authors describe the appearance, behaviour and speech of a character from a Reading Library story e.g. Gobwit (Comedy) noting how the character develops through dialogue and relationships with other characters in the story (Extending Literacy)

understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) What are Personal Pronouns?
Study the Pronouns module via the Grammar link in Skill Builder to refine understandings of pronouns (Extending Literacy)

know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Study the Apostrophes module via the Punctuation link in Skill Builder to investigate apostrophes of contraction (Extending Literacy)

identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Compare books from earlier times to the Ziptales e-books in the Reading Library and digital comics in Graphic Classics (Extending Literacy)
Use the images from the Children in History digital photo stories to compare to images used for modern day texts (Extending Literacy)

Develop and apply graphological, phonological, syntactic and semantic knowledge

use graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes
identify syllables in multisyllabic words in order to support decoding of longer words in context to make meaning
recognise high frequency sight words (ACELA1486)

Work through the Spelling modules in Skill Builder to build understanding of how to apply letter-sound relationships to read and write multisyllabic words with more complex letter patterns e.g. Module #6 – Double headers (Extending Literacy)
Explore Spelling Module #28 - Homophones to assist with the recognition of how to write high frequency homophonous words (Skill Builder - Extending Literacy)

Respond to, read and view texts

read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691)

Specialised English Lesson Reading Module: Reading Strategies (Yrs 3 & 4) Developing Reading Skills
Use the Fill the Gaps activities provided at the completion of each story in the Reading Library to refine text processing strategies (Extending Literacy)

use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts

Specialised English Lesson Reading Module: Comprehension Skills (Yrs 3 & 4) Narrative Texts
Specialised English Lesson Reading Module: Comprehension Skills (Yrs 3 & 4) Information Texts
Specialised English Lesson Reading Module: Comprehension Skills (Yrs 3 & 4) Understanding Texts
Specialised English Lesson Reading Module: Research Skills (Yrs 3 & 4) Finding Facts
Use the Multiple Choice activities at the completion of each story in the Reading Library and study the Comprehension modules in Skill Builder to build and refine comprehension skills (Extending Literacy)

Spelling

Outcome: A student uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

understand how accurate spelling supports the reader to read fluently and interpret written text

Specialised English Lesson Writing Module: Editing Skills (Yrs 3 & 4) Making it Read Better

Understand and apply knowledge of language forms and features

understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779)

View Spelling modules in Skill Builder and complete associated worksheets to study:
- letter-sound relationships e.g. Module #8 – The Problem of ‘c’ and ‘g’
- less common letter patterns e.g. Module #22 – Problem Vowels
- double letters e.g. Module #5 - Double Trouble & Module #6 - Double Headers
- spelling generalisations e.g. Module #3 - The Magic ‘e’, Module #4 - Magic Endings, Module #7 - At the Double & Module #9 - Predictable Plurals
- morphemic word families e.g. Modules #23, 24 & 25 - Tricky Clusters
- prefixes and suffixes: Module #12 - What goes before –prefixes, Module #13 - What goes after – suffixes, Module #15 - The twins ‘able and ‘ible’, Module #17 - Disappearing Letters & Module #21 - Awkward Endings
(Extending Literacy)

recognise homophones and know how to use context to identify correct spelling (ACELA1780)

Study the Skill Builder Spelling Module #28 - Homophones and complete the associated worksheets (Extending Literacy)

understand how knowledge of word origins supports spelling

View Spelling Module #11 - Time travel - tense endings in Skill Builder and complete associated worksheets to study how word origins support spelling (Extending Literacy)

Respond to and compose texts

use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words

Work through the Spelling modules in Skill Builder to build understanding of how to use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words. (Extending Literacy)

Objective B

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context

Speaking and Listening 2

Outcome: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

discuss ways in which spoken language differs from written language and how spoken language varies according to different audiences, purposes and contexts

Specialised English Lesson Writing Module: Texts Types (Yrs 3 & 4) How Do Speech and Writing Differ?

understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

Specialised English Lesson Writing Module: Spelling/Etymology (Yrs 3 & 4) Where Do Words Come From?
Use Spelling module # 1 in Skill Builder to study the history of the English Language (Extending Literacy)

understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Read the digital documentaries Marvellous Myths and Legends & The Real Story of Fairy Tales in Graphic Classics for an insight into to the oral and cultural traditions of storytelling (Extending Literacy)

Understand and apply knowledge of language forms and features

identify organisational patterns and language features of spoken texts appropriate to a range of purposes

Specialised English Lesson Oral Language Module: Oral Reports (Yrs 3 & 4) Ways of Speaking

Respond to and compose texts

plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Specialised English Lesson Oral Language Module: Oral Reports (Yrs 3 & 4) Giving a Speech
View the series of Magic Trick videos in Make and Do and learn the magic tricks. Perform the tricks to an audience (Extending Literacy)

listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Specialised English Lesson Oral Language Module: Speaking and Listening (Yrs 3 & 4) Conversations (Part A)
Work collaboratively to complete a Choose Your Own Adventure Story in the Reading Library discussing reasons for choices made (Extending Literacy)

plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Specialised English Lesson Oral Language Module: Expressing Opinions (Yrs 3 & 4) Opinions
Specialised English Lesson Oral Language Module: Working in a Group (Yrs 3 & 4) Group Work
Work collaboratively to complete the Tell the Story and How Good is Your Memory interactive puzzle challenges in Puzzle Palace (Extending Literacy)

Writing and Representing 2

Outcome: A student identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

understand how characters, actions and events in imaginative texts can engage the reader or viewer

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Imaginative Texts

Understand and apply knowledge of language forms and features

examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Explore how the language is used to present different evaluations of the brothers in the Reading Library story The Enchanted Princess (Fairy Tales - Extending Literacy)

Respond to and compose texts

discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter and how they serve a wide variety of purposes
express a point of view for a particular purpose in writing, with supporting arguments
make constructive statements that agree/disagree with an issue
compare and review written and visual texts for different purposes and audiences

Specialised English Lesson Writing Modules: Text Types (Yrs 3 & 4) What’s in a Text (Part A & Part B)
Study the How to Write Arguments module in Write Time and complete the associated worksheets to provide an opportunity for students to express a point of view for a particular purpose (Extending Literacy)
Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Types of Texts

Reading and Viewing 2

Outcome: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Types of Texts
Evaluate how the different genres and levels in the Reading Library are classified according to a set purpose and audience (Extending Literacy)

understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) What’s in a Text? (Part B)
Compare structural and language features used in Reading Library narratives, Make and Do procedures and Graphic Classics digital documentaries (Extending Literacy)

Understand and apply knowledge of language forms and features

identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Types of Texts
Study the How to write… series of lessons in Write Time to become familiar with the typical features of different text types (Extending Literacy)

understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) What’s in a Text? (Part A)
Use the Reading Library story The Exterminator (Comedy) to explore the types of sentences used in the narrative compared to those used in the advertisement in the story (Extending Literacy)

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 (ACELA1483, ACELA1496)

Specialised English Lesson Reading Modules: Multimodal Texts (Yrs 3 & 4) Film Language (Parts A & B)
Specialised English Lesson Reading Module: Visual Literacy (Yrs 3 & 4) Talking Pictures & The Grammar of Pictures
View the Happy Schools videos to discuss how relationships between characters can be depicted by their position, expressions and gestures (Developing Literacy)
Use the Visual Literacy module via the Comprehension link in Skill Builder to study the visual elements of texts (Extending Literacy)

identify the features of online texts that enhance navigation (ACELA1790)

Specialised English Lesson Reading Module: Multimodal Texts (Yrs 3 & 4) Digital Texts
Use the Ziptales website home page to assist with online navigation skills.

recognise the use of figurative language in texts, eg similes, metaphors, idioms and personification, and discuss their effects

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 5 & 6) Figurative Language
Specialised English Lesson Writing Module: Vocabulary Expansion (Yrs 5 & 6) What are Idioms?

recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Study the Quotation Marks module via the Punctuation link in Skill Builder to investigate uses of quotation marks (Extending Literacy)

discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 3 & 4) Describing a Setting
Browse through the first pages of the stories in the Reading Library to explore how a descriptive setting or character traits, actions and motivations influence the mood of a narrative (Extending Literacy)

identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Specialised English Lesson Reading Module: Multimodal Texts (Yrs 3 & 4) Digital Texts
Use the Ziptales website to discuss features of the text, graphics and layout.

Respond to, read and view texts

discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Specialised English Lesson Reading Module: Studying Poetry (Yrs 3 & 4) Word Pictures
Specialised English Lesson Reading Module: Studying Poetry (Yrs 3 & 4) What Does a Poem Look Like?
Discuss how language devices such as rhythm and rhyme scheme are used in poems from Rhyme Time to enhance enjoyment for the reader (Extending Literacy)

Grammar, punctuation and vocabulary

Outcome: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Types of Texts

Understand and apply knowledge of language forms and features

understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Specialised English Lesson Writing Module: Organising Texts (Yrs 3 & 4) What is a Paragraph?
Identify how paragraphs and topic sentences are used to organise text in the Reading Library story Snake! (True Tales - Extending Literacy)

understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) What are Simple Sentences?
Study the Sentences module via the Grammar link in Skill Builder to investigate clauses (Extending Literacy)

understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Read the Adverbs and Prepositions modules via the Grammar link in Skill Builder to refine understanding of how adverbs and prepositions work in different ways (Extending Literacy)

understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) Expanding a Simple Sentence
Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) What Are Nouns For?
Study the Nouns, Verbs and Prepositions modules via the Grammar link in Skill Builder to deepen understanding of how they enrich sentence building (Extending Literacy)

understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)

Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) What are Verbs For?
Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) What are Relating Verbs?
Study the Verbs module via the Grammar link in Skill Builder to investigate features of verbs and verb tenses (Extending Literacy)

investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Locate examples of direct and indirect speech in stories from the Reading Library e.g. Princess Nightmare (Animal - Extending Literacy)

Understand and apply knowledge of vocabulary

learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Specialised English Lesson Reading Module: Vocabulary Expansion (Yrs 3 & 4) Words For Texts
Specialised English Lesson Writing Module: Grammar (Yrs 3 & 4) What are Adverbs For?
Study the Adverbs module via the Grammar link in Skill Builder to investigate how adverbs act to enhance verbs (Extending Literacy)

Respond to and compose texts

experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification
incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 5 & 6) Figurative Language
Specialised English Lesson Writing Module: Vocabulary Expansion (Yrs 3 & 4) What are Idioms?
Specialised English Lesson Reading Module: Vocabulary Expansion (Yrs 3 & 4) School and Community Words
Study Spelling Module #12 – What goes before – prefixes in Skill Builder to assist with building etymological knowledge of word origins (Extending Literacy)

Objective C

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical

Thinking imaginatively, creatively and interpretively

Outcome: A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Content Description:

Related Ziptales Activities:

Students:Engage personally with texts

share responses to a range of texts and identify features which increase reader enjoyment
respond to texts by identifying and discussing aspects of texts that relate to their own experience

Specialised English Lesson Reading Modules: Responding to Texts (Yrs 3 & 4) Capturing Readers, Texts and Personal Experience and Texts and Real Life (Parts A & B)

Develop and apply contextual knowledge

discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605)

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 3 & 4) Capturing Readers
Read How to write a story in Write Time to learn techniques to make stories more exciting (Extending Literacy)

Understand and apply knowledge of language forms and features

identify creative language features in imaginative, informative and persuasive texts that contribute to engagement
identify and discuss how vocabulary establishes setting and atmosphere

Specialised English Lesson Writing Module: Language Features (Yrs 3 & 4) Looking Below the Words
Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 3 & 4) Describing a Setting

Respond to and compose texts

create literary texts that explore students' own experiences and imagining (ACELT1607)

Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Imaginative Texts
Rewrite a Reading Library story to create a new and different text e.g. Retell The Toy Dragon (Scary) from the dragon’s point of view (Extending Literacy)

make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1594, ACELT1602)

Specialised English Lesson Reading Module: Comprehension Skills (Yrs 3 & 4) Different Texts, Same Theme
Specialised English Lesson Writing Module: Text Types (Yrs 3 & 4) Texts in Different Media
Read The Real Story of Fairy Tales (Graphic Classics) to identify how the same story (Cinderella) has been told in different cultures in different ways (Extending Literacy)
Locate different versions of the Fairy Tales , Myths & Legends (Reading Library) or Graphic Classics digital comics to compare how different authors represent similar themes and storylines (Extending Literacy)

Objective D

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world

Expressing themselves

Outcome: A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

Content Description:

Related Ziptales Activities:

Students:Engage personally with texts

recognise how texts draw on a reader's or viewer's experience and knowledge to make meaning and enhance enjoyment

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 3 & 4) Capturing Readers

Develop and apply contextual knowledge

draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Specialised English Lesson Reading Module: Responding to Texts (Yrs 3 & 4) Texts and Real Life (Part A)
Specialised English Lesson Reading Module: Responding to Texts (Yrs 3 & 4) Texts and Personal Experience
Use the People Stories in the Reading Library to assist students with making a personal connection to the decisions and actions of the main characters (Extending Literacy)

Understand and apply knowledge of language forms and features

understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Specialised English Lesson Oral Language Module: Expressing Opinions (Yrs 3 & 4) Opinions
Read a factual report of an event e.g. Subway Hero (True Tales – Reading Library) and write a personal response using language of opinion and feeling (Extending Literacy)

Respond to and compose texts

identify the point of view in a text and suggest alternative points of view (ACELY1675)

Specialised English Lesson Writing Module: Language Features (Yrs 3 & 4) Who is Telling the Story?
Identify the narrative voice in a range of stories from the Reading Library. Retell one or more of the stories from a different point of view (Extending Literacy)

discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Specialised English Lesson Reading Module: Responding to Texts (Yrs 3 & 4) Texts and Real Life (Part B)
Choose a favourite genre or story from the Reading Library and identify reasons for choice. Use the stories to relate to own real life experiences (Extending Literacy)

Objective E

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English

Reflecting on learning

Outcome: A student recognises and uses an increasing range of strategies to reflect on their own and others’ learning

Content Description:

Related Ziptales Activities:

Students:Develop and apply contextual knowledge

recognise how own texts can be influenced by a rich text environment

Study the Write Time modules to develop recognition that own texts can be influenced by a rich text environment (Extending Literacy)

Understand and apply knowledge of language forms and features

appreciate how the reader or viewer can enjoy a range of literary experiences through texts

Use the Graphic Classics graphic novels, Children in History photo stories, Choose Your Own Adventure and Genre story e-books from the Reading Library and Advanced Library to develop an appreciation of how the reader or viewer can enjoy a range of literary experiences through texts (Extending Literacy)

Respond to and compose texts

develop criteria for establishing personal preferences for literature (ACELT1598)

Specialised English Lesson Reading Module: Responding to Texts (Yrs 3 & 4) Enjoying Texts
Scan the variety of genres on offer in the Reading Library and select favourite categories identifying reasons for why they were appealing (Extending Literacy)

Curriculum Alignment