VICTORIAN ESSENTIAL LEARNING STANDARDS: ENGLISH STANDARDS Reading

Dimensi n des!ripti n The Reading dimension involves students understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts. It encompasses reading and viewing a wide range of texts and media, including literary texts such as novels, short stories, poetry and plays as well as popular fiction and non-fiction works, newspapers and magazines, illustrations, posters and charts, film and television and the texts associated with information and communications technology. Reading involves active engagement with texts and the development of knowledge a out the relationship etween them and the contexts in which they are created. It also involves the development of knowledge a out a range of strategies for reading. #t %evel &, students match print and spoken text in their immediate environment. They recognise how sounds are represented alpha etically and identify some sound'letter relationships. They read aloud simple print and electronic texts that include some fre(uently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to ottom. They use title, illustrations and knowledge of a text topic to predict meaning. They use context and information a out words, letters, com inations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.

Writing
The Writing dimension involves students in the active process of conceiving, planning, composing, editing and pu lishing a range of texts including writing for print and electronic media and performance. !riting involves using appropriate language for particular purposes or occasions, oth formal and informal, to express and represent ideas, issues, arguments, events, experience, character, emotion and information and to reflect on such ideas. It involves the development of knowledge a out strategies for writing and the conventions of "tandard #ustralian $nglish. "tudents develop a metalanguage to discuss language conventions and use.

Speaking and listening

This dimension refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge a out the appropriate oral language for particular audiences and occasions, including ody language and voice. It also involves the development of activelistening strategies and an understanding of the conventions of different spoken texts including everyday communication, group discussion, formal presentations and speeches, storytelling and negotiating.

Le"el #

#t %evel &, students write personal recounts and simple texts a out familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. "tudents are aware of the sound system and the relationships etween letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software.

#t %evel &, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple (uestions for information and clarification, contri ute relevant ideas during class or group discussion, and follow simple instructions. They listen to and produce rief spoken texts that deal with familiar ideas and information. They se(uence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners) needs. They self-correct y rephrasing a statement or (uestion when meaning is not clear.

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1age & of 2

This material is an extract from the Victorian Essential Learning Standards by the Victorian Curriculum and Assessment Authority (VCAA) Australia! "or more information #isit htt$%&&#els!#caa!#ic!edu!au!

VICTORIAN ESSENTIAL LEARNING STANDARDS: ENGLISH STANDARDS

Le"el $ #t %evel ., students read independently and respond to short imaginative and informative texts with familiar ideas and information, predicta le structures, and a small amount of unfamiliar voca ulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in se(uence using voca ulary and phrases from the text, and interpret la elled diagrams. They predict plausi le endings for stories and infer characters) feelings. They self-correct when reading aloud and descri e strategies used to gain meaning. They identify that texts are constructed y authors, and distinguish etween texts that represent real and imaginary experience. #t %evel 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, voca ulary and textual features. They interpret the main ideas and purpose of texts. They make inferences from imaginative text a out plot and setting and a out characters) (ualities, motives and actions. They infer meaning from material presented in informative texts. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple sym olic meanings and stereotypes. They use several strategies to locate, select and record key information from texts. #t %evel ., students write short se(uenced texts that include some related ideas a out familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and voca ulary depending on the purpose for writing, and descri e the purpose and audience for their own and others) writing. They use appropriate structures to achieve some organisation of the su ject matter. They link ideas in a variety of ways using pronouns, conjunctions and adver ial phrases indicating time and place. They accurately spell fre(uently used words, and make use of known spelling patterns to make plausi le attempts at spelling unfamiliar words. They use capital letters, full stops and (uestion marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legi ly with consistent size, slope and spacing. #t %evel 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information a out familiar topics. They write narratives which include characters, setting and plot. They order information and se(uence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They com ine ver al and visual elements in the texts they produce. They meet the needs of audiences y including appropriate ackground information. They write a variety of simple and compound sentences and use ver tenses correctly. They use punctuation to support meaning, including exclamation marks and (uotation marks, and accurately use full stops, commas and (uestion marks. They use voca ulary appropriate to context and spell most one- and twosylla le words with regular spelling patterns, and fre(uently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words. #t %evel ., students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that they are a le to speak clearly using simple utterances and asic voca ulary. They organise spoken texts using simple features to signal eginnings and endings. They vary volume and intonation patterns to add emphasis. They contri ute to group activities y making relevant comments and asking clarifying (uestions to facilitate communication. #fter listening to short live or recorded presentations, they recall some of the main ideas and information presented. They listen to others and respond appropriately to what has een said. #t %evel 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice ade(uately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information. They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying (uestions, volunteer information and justify opinions.

Le"el %

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1age . of 2

This material is an extract from the Victorian Essential Learning Standards by the Victorian Curriculum and Assessment Authority (VCAA) Australia! "or more information #isit htt$%&&#els!#caa!#ic!edu!au!

VICTORIAN ESSENTIAL LEARNING STANDARDS: ENGLISH STANDARDS

Le"el & #t %evel 2, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They descri e how texts are constructed for particular purposes and audiences, and identify how sericultural values, attitudes and eliefs are presented in texts. They analyse information, imagery, characterisation, dialogue, point of view, plot and setting. They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information. #t %evel 0, students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues. They identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations. They produce personal responses, for example, interpretive pieces and character profiles. They infer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts, and identify cause and effect in informative texts. #t %evel 2, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They egin to use simple figurative language and visual images. They use a range of voca ulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adver s, comparative adver s and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. #t %evel 0, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint4 reports incorporating challenging themes and issues4 personal reflections on, or evaluations of, texts presenting challenging themes and issues. "tudents improve the accuracy and reada ility of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and su ject-ver and noun-pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors. #t %evel 2, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning. !hen listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered y others, propose other relevant viewpoints and extend ideas in a constructive manner.

Le"el '

#t %evel 0, students express creative and analytical responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail and evidence for opinions. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience. !hen listening to others, students ask clarifying (uestions and uild on the ideas of others. They identify key ideas and take notes. They show an awareness of the influence of audience on the construction and presentation of spoken texts, and of how situational and sociocultural factors affect audience responses.

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1age 3 of 2

This material is an extract from the Victorian Essential Learning Standards by the Victorian Curriculum and Assessment Authority (VCAA) Australia! "or more information #isit htt$%&&#els!#caa!#ic!edu!au!

VICTORIAN ESSENTIAL LEARNING STANDARDS: ENGLISH STANDARDS

Le"el ( #t %evel 5, students read, view, analyse, criti(ue, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives. They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created. They explain how texts are shaped y the time, place and cultural setting in which they are created. They compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions. #t %evel 5, students write sustained and cohesive narratives that experiment with different techni(ues and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select su ject matter and egin to use a range of language techni(ues to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, we page)s and workplace texts. They plan and deliver presentations, se(uencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with em edded clauses and phrases. They are a le to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity. #t %evel 5, students analyse critically the relationship etween texts, contexts, speakers and listeners in a range of situations. !hen engaged in discussion, they compare ideas, uild on others) ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue. In their presentations, they make effective use of the structures and features of spoken language to deal with complex su ject matter in a range of situations. They draw on a range of strategies to listen to and present spoken texts, including note-taking, com ining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.

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1age 2 of 2

This material is an extract from the Victorian Essential Learning Standards by the Victorian Curriculum and Assessment Authority (VCAA) Australia! "or more information #isit htt$%&&#els!#caa!#ic!edu!au!