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Walking Talking Texts and the Australian English Curriculum

The PETAL Planner in FOUNDATION YEAR LEVEL (for ALL schools: English-Medium-of-instruction and Bilingual schools)

WTT Activity Language Literature LiteracyA. Discovering the Text(And subsequent re-readings of the text)

Text Structure and OrganisationUnderstand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

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Literature and Context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

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Responding to Literature Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

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Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

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Interpreting, analysing, evaluating Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

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WALKING TALKING TEXTS: THE PETAL PLANNER AND THE AUSTRALIAN CURRICULUM - ENGLISH

Examining literatureIdentify some features of texts including events and characters and retell events from a text (ACELT1578)

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B. Teacher and students talk about ideas, opinions and feelings about the text.

Expressing and Developing Ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Literature and Context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Responding to Literature Share feelings and thoughts about the events and characters in texts (ACELT1783)

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© Fran Murray August 17, 2012 2

http://www.australiancurriculum.edu.au/Elements/ACELA1437

http://www.australiancurriculum.edu.au/Glossary?a=E&t=contexts


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Examining Literature 1 Identify some features of texts including events and characters and retell events from a text (ACELT1578)

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C. Explore the text. Plan together, then role play the text or parts of it.

Language for interaction 2

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

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Creating literature 1Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

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D. Talk about the text. (True/False; word meanings....)

Text Structure and Organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)





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Expressing and Developing Ideas Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

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Expressing and Developing Ideas Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

Expressing and Developing Ideas Understand the use of vocabulary in

Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

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Interpreting, analysing, evaluating 1 Identify some differences between imaginative and informative texts (ACELY1648)

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Interpreting, analysing, evaluating 3

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

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familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

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E. Students retell the text: the story line, the sequence of events etc


F. Listening ExercisesOral Cloze ExercisesIntonation, Stress and Rhythm Exercises

Sound and letter knowledge 1 Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

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Examining literature 3 Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

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Sound and letter knowledge 2 Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

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G. Teacher and students make a picture map or graph which depicts the main event, the sequence of events, etc

Creating literature 1 Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

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Interpreting, analysing, evaluating 3Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)



H. Pronunciation Exercises Sound and letter knowledge 1Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

I. Teacher and students write a group negotiated text of the original, from memory. Students illustrate, sequence the pages and display for reference.

Text Structure and Organisation Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

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Text Structure and OrganisationUnderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Text Structure and Organisation

Creating literature 1 Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)


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Creating Texts 1

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Creating Texts 2

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Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

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Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

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J. Explore the text through poetry and or music (rhymes and songs)

Text Structure and Organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)




Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)



http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts



Examining literature 3 Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

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K. Teacher writes the words on charts.

Text Structure and Organisation Understand that some language in written texts is unlike everyday spoken language (ACELA1431)Text Structure and Organisation Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

L. Explore the text through art and craft.

Expressing and Developing Ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and

Creating literature 1 Retell familiar literary texts through performance, use of illustrations and

Interacting with others 1Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations



topics taught at school (ACELA1437)

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images (ACELT1580)

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(ACELY1646)

M. Teacher and students write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive texts.

Text Structure and OrganisationUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Text Structure and OrganisationUnderstand that some language in written texts is unlike everyday spoken language (ACELA1431)

Text Structure and OrganisationUnderstand that punctuation is a feature of written text different from



Creating Texts 1 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Creating Texts 2

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letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)



N. Explore other curriculum areas suggested by the text.

Expressing and Developing Ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)


O. Teacher and students write a group-negotiated text which reflects one of these learning areas.

Text Structure and OrganisationUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Text Structure and OrganisationUnderstand that some language in written texts is unlike everyday spoken


Creating Texts 1

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Creating Texts 2

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language (ACELA1431)

Text Structure and OrganisationUnderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Text Structure and Organisation Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

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P. Using the original text as a model, teacher and students write a group-negotiated text in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.

Text Structure and OrganisationUnderstand that some language in written texts is unlike everyday spoken language (ACELA1431)

Text Structure and OrganisationUnderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the


Examining literature 2 Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of


Creating Texts 1

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge



beginning and end of sentences (ACELA1432)


traditional texts and rhyme in poetry (ACELT1785)

(ACELY1651)

Creating Texts 2

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Q. Group Oral Presentation Creating literature 1 Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

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Interacting with others 3

Deliver short oral presentations to peers (ACELY1647)

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Elements of Foundation Year Content to plan for in each activity as the context arises…..

Language Variation and ChangeUnderstand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Texts in Context 1Covered in general


Interacting with others 2Included in all activities

The following Expressing and developing ideas covered when the ‘scaffolding writing’ strategy is used….Know that spoken sounds and words can

Creating Texts 3 and 44 is a logical extension of group writing activities



be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)

Know how to use onset and rime to spell words (ACELA1438)




The PETAL Planner in YEAR ONE (for ALL schools: English-Medium-of-instruction and Bilingual schools)


Text Structure and organisation 4Understand concepts about print and screen, including how different types of texts are organised using page numbering ,tables of content, headings and titles, navigation buttons, bars and links

Literature and context 1:Discuss how authors create characters using language and images

Responding to Literature Discuss characters and events in a rangeof literary texts and share personalresponses to these texts, makingconnections with students' ownexperiences

Examining literature 1Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts

Texts in Context 1Respond to texts drawn from a range of cultures and experiences

Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showing interest, and contributing ideas, information and questions

Interacting with others 2 Use interaction skills including turn-taking, Recognising the contributions of others,speaking clearly and using appropriatevolume and space.


Expressing and Developing Ideas Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs)

Compare different kinds of images innarrative and informative texts and discuss how they contribute to meaning

Literature and context 1Discuss how authors create charactersusing language and images


Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showinginterest, and contributing ideas, informationand questions

Interacting with others 2Use interaction skills including turn-taking,recognising the contributions of others,




speaking clearly and using appropriatevolume and space

Interpreting, analysing, evaluating 2Use comprehension strategies to buildliteral and inferred meaning about keyevents, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features


Language for Interaction 1Understand that language is used incombination with other means ofcommunication, for example facialexpressions and gestures to interact withothers.

Language for Interaction 3Explore different ways of expressingemotions, including verbal, visual, bodylanguage and facial expressions

Expressing and Developing Ideas Understand the use of vocabulary ineveryday contexts as well as a growingnumber of school contexts, includingappropriate use of formal and informalterms of address in different contexts

Literature and Context 1Discuss how authors create charactersusing language and images


Examining Literature 1 and 2Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts

Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme

Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital forms of communication


Interacting with others 2Use interaction skills including turn-taking, recognising the contributions of others,speaking clearly and using appropriatevolume and pace

Interpreting, analysing, evaluating 2Use comprehension strategies to buildliteral and inferred meaning about keyevents, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features




Text Structure and organisation 1

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

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Expressing and Developing Ideas Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452)

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Examining literature 2Listen to, recite and perform poems,chants, rhymes and songs, imitating andinventing sound patterns includingalliteration and rhyme


Interpreting, analysing, evaluating 1Describe some differences between imaginative informative and persuasive texts (ACELY1658)

Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1660

http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures


http://www.australiancurriculum.edu.au/Glossary?a=E&t=context

http://www.australiancurriculum.edu.au/Glossary?a=E&t=read

http://www.australiancurriculum.edu.au/Glossary?a=E&t=view

http://www.australiancurriculum.edu.au/Glossary?a=E&t=listen


http://www.australiancurriculum.edu.au/Glossary?a=E&t=comprehension+strategies




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Expressing and Developing Ideas Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

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Expressing and Developing Ideas Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

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Sound and letter knowledge 1Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

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Sound and letter knowledge 2Recognise sound --- letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

Examining literature 2Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1585

http://www.australiancurriculum.edu.au/Glossary?a=E&t=alliteration

http://www.australiancurriculum.edu.au/Glossary?a=E&t=Listen


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Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

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Interacting with others 1Engage in conversations and discussions,using active listening behaviours, showinginterest, and contributing ideas, information and questions

Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

H. Pronunciation Exercises Sound and letter knowledge 1Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
















Text Structure and organisation 3Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links



Creating Texts 1Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

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Creating Texts 2Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662





http://www.australiancurriculum.edu.au/Glossary?a=E&t=grammar

http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structure



http://www.australiancurriculum.edu.au/Glossary?a=E&t=Create




(ACELA1450)

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Text Structure and Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)

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J. Explore the text through poetry and or music (rhymes

Text Structure and Organisation 1

Responding to Literature Discuss characters and events in a rangeof literary texts and share personalresponses to these texts, making

Interpreting, analysing, evaluating 3Use comprehension strategies to build literal




and songs)Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

connections with students' ownexperiences


and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)



Text Structure and organisation 4Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454


Expressing and Developing Ideas Understand the use of vocabulary ineveryday contexts as well as a growingnumber of school contexts, includingappropriate use of formal and informalterms of address in different contexts



M. Teacher and students Text Structure and Examining literature 1 Creating Texts 1




http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1454














write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive texts.

Organisation 1


Text Structure and organisation 3Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453



Discuss features of plot, character andsetting in different types of literature and explore some features of characters in different texts


Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

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Creating Texts 2Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

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N. Explore other curriculum Expressing and Developing Ideas Understand the use of vocabulary in

Interacting with othersEngage in conversations and discussions, using

















http://www.australiancurriculum.edu.au/Glossary?a=E&t=narrative


areas suggested by the text. everyday contexts as well as a growingnumber of school contexts, includingappropriate use of formal and informalterms of address in different contexts

active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

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Text Structure and


Creating Texts 1Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)


















Organisation 2Understand patterns of repetition and contrast in simple texts (ACELA1448)


Text Structure and organisation 2Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452)

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Interacting with others 1Creating Texts 1Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)


Q. Group Oral Presentation Creating literature 1Recreate texts imaginatively using drawing, writing, performance and digital

Interacting with others 3Make short presentations using some introduced text structures and language, for example














http://www.australiancurriculum.edu.au/Glossary?a=E&t=verbs

http://www.australiancurriculum.edu.au/Glossary?a=E&t=nouns


forms of communication (ACELT1586) opening statements (ACELY1657)

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Areas of Foundation Year Content Descriptions not explicitly linked to specific WTT activitiesLanguage Variation and Change 1-3These are covered by the ESL and ILC programs as a whole


Text structure and organisation 4Doesn’t directly address film and digital texts

Interacting with others 2Included in all activities

Expressing and Developing Ideas covered when ‘Scaffolding Writing’ is used.







The PETAL Planner in Year Two WTT Activity Language Literature Literacy

A. Discovering the Text(And subsequent re-readings of the text)

Text Structure and organisation 1: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

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Text Structure and organisation 4:

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Literature and context 1:Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

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Responding to literature 1: Compare opinions about characters, events and settings in and between texts (ACELT1589)

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Interacting with others 1: Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

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Interacting with others 2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=text




http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts


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Examining literature 1:

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

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Expressing and Developing Ideas Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Literature and context 1Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

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Interacting with others 11: Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)








http://www.australiancurriculum.edu.au/Glossary?a=E&t=phrases

http://www.australiancurriculum.edu.au/Glossary?a=E&t=noun+groups





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Expressing and Developing Ideas Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

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Responding to literature 2Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

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2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)


Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+processing+strategies


http://www.australiancurriculum.edu.au/Glossary?a=E&t=phonic


http://www.australiancurriculum.edu.au/Glossary?a=E&t=Read





http://www.australiancurriculum.edu.au/Glossary?a=E&t=narratives


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Examining literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

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Language for Interaction 1Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Literature and Context 1Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

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Interacting with others 1 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

Interacting with others 2Use interaction skills including initiating topics,











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Expressing and Developing Ideas Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

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Responding to literature 1Compare opinions about characters, events and settings in and between texts (ACELT1589)

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Examining Literature 2

making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Interpreting, analysing, evaluating 2Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=phonic


http://www.australiancurriculum.edu.au/Glossary?a=E&t=Read





http://www.australiancurriculum.edu.au/Glossary?a=E&t=audience


Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Creating literature 1Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

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Examining Literature 1Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

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Text Structure and organisation 1Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

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Interpreting, analysing, evaluating 1Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

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Expressing and developing ideas 2Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

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Expressing and Developing Ideas Understand the use of vocabulary about familiar and new topics and experiment with

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Examining literature 2Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

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Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal+text

http://www.australiancurriculum.edu.au/Glossary?a=E&t=visual+features






http://www.australiancurriculum.edu.au/Glossary?a=E&t=phrases

http://www.australiancurriculum.edu.au/Glossary?a=E&t=noun+groups



and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

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Sound and letter knowledge 1Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=digraphs


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Interacting with others 1Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)















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H. Pronunciation Exercises Sound and letter knowledge 1Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACEA1474)

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Text Structure and organisation 3Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

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Creating Texts 1

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Create short imaginative, informative and persuasive texts using growing knowledge of text











http://www.australiancurriculum.edu.au/Glossary?a=E&t=digraphs


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Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

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structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

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Creating Texts 2Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=audiences





http://www.australiancurriculum.edu.au/Glossary?a=E&t=layouts



Text Structure and Organisation 2Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

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Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

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Text Structure and organisation 4Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

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Creating literature 1 Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

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M. Teacher and students write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive

Text Structure and Organisation 1Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)


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Creating Texts 1

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience

























texts. Text Structure and organisation 3Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

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and purpose (ACELY1671)

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Interacting with others 2Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

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O. Teacher and students write a group-negotiated text which reflects one of these

Text Structure and Organisation 1Understand that different types of texts have identifiable text structures and language


Creating Texts 1Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and


















learning areas. features that help the text serve its purpose (ACELA1463)


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multimodal elements appropriate to the audience and purpose (ACELY1671)

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P. Using the original text as a model, teacher and students write a group-negotiated text
























in the same genre. This text can differ in language items, setting, characters, plot or purpose from the original text.

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

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Creating Texts 1Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

oooo


oooo


















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Q. Group Oral Presentation Creating literature 1Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

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Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

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Areas of Foundation Year Content Descriptions not explicitly linked to specific WTT activities







Language Variation and Change 1-3These are covered by the ESL and ILC programs as a whole


Text structure and organisation 4Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

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Doesn’t directly address film and digital texts

Interacting with others 2Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Included in all activities

Expressing and Developing Ideas covered when ‘Scaffolding Writing’ is used.










Walking Talking Texts and the Australian English CurriculumThe PETAL Planner and Year Three



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)

Text Structure and organisation 1:

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)

Expressing and Developing Ideas Recognise high frequency sight words (ACELA1486)

Literature and context 1

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Responding to literature 1:Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Examining literature 1:

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)

Interacting with others 1:

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


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 (ACELY1792)

Interpreting and Evaluating 2

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming,





http://www.australiancurriculum.edu.au/Glossary?a=E&t=authors



http://www.australiancurriculum.edu.au/Glossary?a=E&t=high+frequency+sight+words


http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentences

http://www.australiancurriculum.edu.au/Glossary?a=E&t=tense




http://www.australiancurriculum.edu.au/Glossary?a=E&t=conventions


rereading, reading on and self-correcting




Expressing and Developing Ideas Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Expressing and Developing IdeasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)



Responding to literature 1:Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Responding to literature 2Develop criteria for establishing personal preferences for literature (ACELT1598)

Examining literature 1Discuss 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)

Interacting with others 1Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Interacting with others 2Use 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 (ACELY1792)

Interpreting, analysing, evaluating 1Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Interpreting, analysing, evaluating 2Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example








http://www.australiancurriculum.edu.au/Glossary?a=E&t=modal+verbs



http://www.australiancurriculum.edu.au/Glossary?a=E&t=layout

http://www.australiancurriculum.edu.au/Glossary?a=E&t=camera+angle





monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)




Language for Interaction 3




Responding to literature 1: Draw connections between personalexperiences and the worlds of texts, and share responses with others (ACELT1596)

Examining Literature 1 and 2 Discuss how language is used t0 describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

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)

Creating literature 1Create imaginative texts based on


Interacting with others 2Use 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 (ACELY1792)

Interpreting, analysing, evaluating 2Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)













characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

D. Talk about the text. (True/False; wordmeanings....)






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


Examining literature 2Discuss 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)



Interpreting, analysing, evaluating 1Use 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 (ACELY1792)

Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)











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

Expressing and Developing Ideas Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Expressing and Developing Ideas Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Expressing and Developing Ideas Recognise high frequency sight words

(ACELA1486)



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)


Responding to literature 1:

Draw connections between personalexperiences and the worlds of texts, and share responses with others (ACELT1596)


Expressing and Developing Ideas Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)






Creating literature 1Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)



Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and








http://www.australiancurriculum.edu.au/Glossary?a=E&t=morphemes

http://www.australiancurriculum.edu.au/Glossary?a=E&t=suffixes

http://www.australiancurriculum.edu.au/Glossary?a=E&t=prefixes









language features (ACELY1680)

H. Pronunciation Exercises Expressing and Developing Ideas Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)




Text Structure and organisation 2Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Text Structure and



Creating Texts 1Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Creating Texts 2

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













Organisation 3

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

Expressing and Developing Ideas 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)




Expressing and Developing Ideas Recognise high frequency sight words


Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting













http://www.australiancurriculum.edu.au/Glossary?a=E&t=verb

http://www.australiancurriculum.edu.au/Glossary?a=E&t=subject


http://www.australiancurriculum.edu.au/Glossary?a=E&t=clause



(ACELA1486)




Responding to Literature 1Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)



Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

Interpreting, analysing, evaluating 3Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

K. Teacher with the students, writes the words on charts.


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)

Expressing and developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)




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


Language for interaction 1 Creating literature 1Create imaginative texts based on

Interacting with others 1Listen to and contribute to conversations



http://www.australiancurriculum.edu.au/Glossary?a=E&t=evaluative+language















characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

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

M. Teacher and students write a group-negotiated text that reflects the art/craft work. For example, procedural or descriptive texts.





Examining literature 2Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in

Creating Texts 1

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)













Text Structure and organisation 3Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Text Structure and Organisation 2Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Expressing and Developing Ideas Understand that a clause is a unit of grammar usually containing a subject and a verb and th

Expressing and developing ideas 2Understand that verbs represent different processes (doing, thinking, saying, and relating)

poetry and prose (ACELT1600)

Creating Texts 2

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
















and that these processes are anchored in time through tense (ACELA1482)at these need to be in agreement (ACELA1481)


Expressing and developing ideas 5

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)

Expressing and Developing ideas 6

Recognise high frequency sight words (ACELA1486)


Examine how evaluative language can be varied
















to be more or less forceful (ACELA1477)


Expressing and Developing ideas 4Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)




Interpreting and Evaluating 2 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

ive situations (ACELY1676)







Creating Texts 2Reread and edit texts for meaning, appropriate structure, grammatical choices













Text Structure and Organisation 3Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)


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)

Expressing and developing ideas 2Understand that verbs represent different

and punctuation (ACELY1683)

















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



Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)


Recognise high frequency sight words (ACELA1486)


















o







Text Structure and Organisation 3Know that word contractions are a feature of informal language and that apostrophes of





Creating Texts 2Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)












contraction are used to signal missing letters (ACELA1480)


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)

Expressing and developing ideas 2Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)



Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes,

















morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)

Q. Group Oral Presentation Expressing and developing ideas 3Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)


Texts in Context 1Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Areas of Foundation Year Content Descriptions not explicitly linked to specific WTT activitiesLanguage Variation and Change 1-3These are covered by the ESL and ILC programs as a wholeText structure and organisation 4Doesn’t directly address film and digital texts

Interacting with others 2Included in all activitiesUse 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








(ACELY1792)

Expressing and developing ideas 5 and 6 covered when ‘Scaffolding Writing’ is used.

Creating Texts 3 and 44 is a logical extension of group writing activitiesWrite using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)



Walking Talking Texts and the Australian English CurriculumThe PETAL Planner and Year Four

(for Semester One in schools implementing the staircase model of Bilingual Education)

WTT Activity Language Literature LiteracyA. Discovering the Text(and subsequent re-readings of the text)

Language Variation and ChangeUnderstand 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)

Language for InteractionUnderstand 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)

Language for Interaction Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Text

Literature and context 1Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Examining literature 1: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)

Interacting with others 1: 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)

Interacting with others 2: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)




Structure and organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

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 (ACELY1691)

Interpreting and Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)


Language Variation and Change 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)


Responding to literature 1:Discuss literary experiences with others, sharing responses and expressing a point

Interacting with others 1: 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)




Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Expressing and developing ideas 1Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Expressing and developing

of view (ACELT1603)

Responding to Literature 2:Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literature 1Discuss 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)

Interacting with others 2: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Interpreting, analysing, evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)



ideas 3Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Expressing and developing ideas 5Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Interpreting, analysing, Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Texts in Context 1Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) (as relevant to this text)




Expressing and developing




Interacting with others 1: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)

Interacting with others 2Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Interacting with others 3:Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)



ideas 1Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Expressing and developing ideas 3Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)



Examining literature 2Understand, 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)

Creating literature 1Create literary texts that explore students’ own experiences and imagining (ACELT1607)


D. Talk about the text. (True/False; wordmeanings....)

Language for InteractionUnderstand 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


Interacting with others 1: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



reporting them to a larger group (ACELA1488)






(ACELY1687)






E. Students retell the text: the story line, the sequence of events/information etc



Text Structure and Organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Text Structure and organisation 2Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)













Expressing and Developing ideas Examining literature 2Understand, 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)




Language for InteractionUnderstand 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)Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)









H. Pronunciation Exercises Expressing and Developing ideas

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

I. Teacher and students write a group negotiated text of the original. Students illustrate, sequence the pages and display for reference.

Language Variation and Change 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)Language for InteractionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)












Text Structure and organisation 3Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Expressing and Developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)Expressing and Developing ideasInvestigate how quoted (direct) and reported (indirect) speech work in different



Creating Texts 1Plan, 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 (ACELY1694)

Creating Texts 2Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)



types of text (ACELA1494)

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

Expressing and Developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Expressing and Developing ideasIncorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

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

Expressing and Developing ideasRecognise homophones and know how to use context to identify correct spelling




(ACELA1780)


Text Structure and organisation 1Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)




Interacting with others 3:Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)



K. Teacher with the students, writes the words of the poetry/songs on charts.


Language for Interaction





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)















Interpreting, analysing, evaluating 2Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

M. Teacher and students write a group-negotiated text that reflects the art/craft work. For


Examining literature 1Discuss 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




example, procedural or descriptive texts. Language for Interaction

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)Language for InteractionUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)



(ACELT1605)







Creating Texts 2Reread and edit for meaning by adding,



Text Structure and organisation 3Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

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

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



deleting or moving words or word groups to improve content and structure (ACELY1695)





Expressing and Developing ideasRecognise homophones and know how to use context to identify correct spelling (ACELA1780)





Interpreting, analysing,



evaluating 2Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)




Language for interactionUnderstand 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)



Interpreting, analysing, evaluating 1Identify characteristic features used in imaginative, informative and persuasive




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

Text Structure and Organisation 2Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Text Structure and Organisation 3Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Expressing and Developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases

texts to meet the purpose of the text(ACELY1690)




Creating Texts 2Reread and edit for meaning by adding,



and prepositional phrases (ACELA1493)Expressing and Developing ideasInvestigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)





deleting or moving words or word groups to improve content and structure (ACELY1695)

















Q. Group Oral Presentation Language Variation and ChangeUnderstand 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)

Language for Interaction






Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)


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

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

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

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


Interpreting, analysing, Evaluating 3Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) to build literal and inferred meaning to expand content



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

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







Wider reading program parallel to WTT using texts associated with the topics, plots responses, cross-curricula learning.

Interpreting, analyzing, evaluating

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 (ACELY1691)



Parallel to the methodology in the petal planner, teachers plan for ‘writing time/activities’ each day.Creating TextsPlan, 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 (ACELY1694)

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

Where children are learning to write through their first language, the content of Creating Texts 3 and 4 is taught through the L1 literacy program.In English-medium-of –instruction schools, the early writing experiences of children reflect the AC content through English.




Documents

walktalkteach.com.auwalktalkteach.com.au/images/images/the_petal_planner_… · Web viewExplore the different contribution of words and images to meaning in stories and informative