Comprehension Tasks Maker: alignment with key VELS standards at Levels 5 and 6

When students CREATE a comprehension task in the LOTE for other students, they can demonstrate the following knowledge and skills from the VELS:



LOTE Pathway 2

The levels indicated here are generalised across all LOTE types; skills may be flagged at differing levels for individual LOTES


Communicating in a language other than English
Listening to spoken information to extract and evaluate information
5.00 - 6.75 The Comprehension Task can include short or extended voice recordings, such as a conversation, interview, podcast, presentation, broadcast or announcements. Students must extract and evaluate key information from the listening text(s) to create appropriate questions.
Reading texts for meaning
4.25 - 6.25 The tasks can include texts ranging from single words to several paragraphs. Students must understand what they read to devise the questions. The Comprehension Task can include a glossary of difficult words.
Speaking in sentences, conversations, extended interactions and other oral texts
4.25 - 6.00 When creating a Comprehension Task, students can record extended oral texts such as conversations, interviews, presentations, broadcasts or announcements.
Creating longer spoken texts
5.25 - 6.75 When creating a Comprehension Task, students can record extended oral texts such as conversations, interviews, presentations, broadcasts or announcements.
Using correct language, pronunciation and tone when speaking
4.25 - 6.50 Teachers can check the recordings included in a task. Students can easily change their recordings to correct errors in language and pronunciation.
Practising spelling
4.25 - 5.25 Students making tasks practise correct spelling as they enter the comprehension text.
Writing in the language, based on models or using substitution strategies
4.50 - 5.75 Students can use language that they have studied in class as a model for the words and sentences that they enter into tasks.
Writing in the language in linked paragraphs
5.00 - 6.00 Students making Comprehension Tasks for others can enter extended text such as articles, letters, essays, summaries, descriptions, instructions and narratives. These texts become the basis for true/false or multiple choice questions.
Writing in the language in a range of text types
5.50 - 6.75 Students making Comprehension Tasks for others can enter extended text such as dialogues, articles, letters, essays, summaries, descriptions, instructions and narratives. These texts become the basis for true/false or multiple choice questions.
Writing in the language in different styles and modes to create extended texts
6.00 - 6.75 Extended writing for Comprehension Tasks can be imaginative, informative, persuasive, narrative or any other mode or style.
Application of knowledge of linguistic structures and cultural influences on language to own work
4.75 - 6.00 Students can devise tasks to practise the grammar and vocabulary being studied. They can make tasks to help classmates study word meanings, word associations and cognates. As they learn about the cultural influences on the ways people use language, and how language changes according to context, students can make texts for comprehension to apply their knowledge of forms of address, register, expressions of politeness, etc. Photos of culture-specific interaction can be included.
Adapting language appropriately for role, context, audience and purpose
5.00 - 6.75 Students can create spoken and written texts for use in Comprehension Tasks in which they practise choosing appropriate language for the persona, situation, purpose and audience.
Recycling language and knowledge in new contexts
5.00 - 6.00 Students can apply the grammar, vocabulary and information they have learned in class to new contexts. When making their own comprehension texts, students can demonstrate their ability to rework language into new and original contexts.
Drafting, editing, self-correction
5.00 - 6.00 The text and recordings in tasks can be easily accessed and corrected. Trialling their own tasks is a fun way of checking the accuracy of the language students have inserted.
Intercultural knowledge and language awareness
Awareness of similarities and differences in cultural practices
4.25 - 6.50 Students can demonstrate this awareness in the spoken and written texts they create for the tasks. Extended texts in Comprehension Tasks can be on themes and topics which focus on particular cultural practices.
Awareness and use of culturally appropriate language
5.00 - 6.75 As they learn about the cultural influences on the ways people use language, and how language changes according to context, students can make tasks to apply their knowledge of forms of address, register, expressions of politeness or informality, agreeing and disagreeing, gesture, body language, making requests etc.
Use of effective language learning strategies
4.25 Useful strategies for reinforcing language learning include working with a partner to plan and make a task, getting a partner to trial a task, and making tasks for junior students.
Knowledge of linguistic structures and cultural influences in the target language; awareness of the complexity of the language system
4.25 - 6.25 Students can devise tasks to practise the grammar and vocabulary being studied. As they learn about the cultural influences on the ways people use language, and how language changes according to context, students can make tasks to apply their knowledge of forms of address, register, expressions of politeness, etc. Photos of culture-specific interaction can be included.
Knowledge and use of culturally appropriate conversational rules and expectations
5.00 - 5.50 Students can record conversations for Comprehension Tasks. They can apply conventions for text types such as phone calls, visits to the doctor, job interviews. They can practise the language of salutations, forms of address, turn-taking and fillers.
Knowledge and use of culturally appropriate writing conventions
5.25 - 5.50 Students can write short or extended texts for the Comprehension Task. They can demonstrate their knowledge of conventions for text types such as letters, postcards, invitations, advertisements, emails, fables, diary entries.

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Thinking Processes

These tables identify the key concepts and skills in the standards which students can apply when making Comprehension Tasks.


Reasoning, processing and inquiry
Level 5 Level 6
Questioning
Use a range of question types, including more complex questions Generate questions which allow exploration of issues from multiple perspectives.
Managing information
Locate and select relevant information from varied sources Identify and synthesise relevant information and consider its validity Discriminate in the way they use a variety of sources.
Process and synthesise complex information using appropriate thinking strategies and tools.
Decision making
Complete activities focusing on decision making which involve an increasing number of variables and solutions. Complete activities focusing on decision making which involve a wide range and complexity of variables and solutions.
Make decisions informed by: their analysis of various perspectives and analysis of sometimes contradictory information.
Creativity
Level 5 Level 6
Generating ideas
Apply creativity in engaging with, and exploring, ideas in a range of contexts. Experiment with innovative possibilities within the parameters of a task.
Testing and exploring ideas
Demonstrate creativity in the ways they engage with and explore ideas. Apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas.
Reflection, evaluation and metacognition
Level 5 Level 6
Using the language of thinking
Use specific language to describe their thinking. Use specific terms to discuss their thinking.

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ICT

This table identifies the key concepts and skills in the standards which students can apply when making Comprehension Tasks


ICT for creating
Level 5 Level 6
Designing solutions and information products
Prepare designs that identify the structure and layout of the products. Devise detailed plans that sequence tasks to be done, resources needed, and timelines for completions.
Producing solutions and information products
Independently apply a range of processing skills, functions and equipment to solve problems. Create products which contain minimal functional, typographical, formatting and readability errors. Individually, and as team members apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information.
Evaluating solutions and information products
Apply criteria to evaluate their information products to meet user needs. Compare own solutions with others and justify suggestions to improve quality.
Managing files
Independently use the operating system to manage their desktop workspace.
Organise their folders logically, appropriately name and locate files for sharing with others.
Apply techniques to facilitate the easy handling of large files such as saving and retrieving compressed files and understanding the characteristics of different file formats.
 

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Personal Learning - Levels 4.25 - 5.00

This table identifies the key concepts and skills in the standards which students can apply when making Comprehension Tasks


Managing personal learning
Completing short, extended and group tasks within set timeframes by planning and allocating appropriate time and resources
Whether students make a multimedia comprehension task for their classmates, they will benefit from carefully planning the content beforehand. Students will then need to break up each task into smaller requirements such as creating or sourcing data files, scripting and proofing oral or written texts, recording audio files, trialling and modifying the questions.
Using learning support when needed from peers, teachers and other adults
Students can make the most of advice and guidance from teachers and classmates when preparing and proofing the data for inclusion in the task.
Evaluating their work and making appropriate refinements
Students will need to undertake trialling of their task in order to identify and correct any errors or anomalies. They can use feedback from players of their task to make further refinements to content, questions or language. They can evaluate their final product using established criteria.

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When students COMPLETE a comprehension task in the LOTE made by the teacher, they can demonstrate the following knowledge and skills from the VELS:

LOTE Pathway 2

The levels indicated here are generalised across all LOTE types; skills may be flagged at differing levels for individual LOTES


Communicating in a language other than English
Listening to spoken information for meaning
4.25 - 6.75 Tasks can include voice recordings or songs. Students can listen to words, phrases, sentences and extended oral texts, and must understand what they hear to complete the questions.
Listening to spoken information to extract and evaluate information
5.00 - 6.75 The Comprehension Task can include short or extended voice recordings, such as a conversation, interview, podcast, presentation, broadcast or announcements. Students must extract and evaluate key information from the listening text(s) to select correct answers. Apart from simple comprehension, the questions and answers can require students to evaluate and synthesise the information they hear.
Reading texts for meaning
4.25 - 6.25 The tasks can include texts ranging from single words to several paragraphs. Students must understand what they read to complete the questions. The Comprehension Task can include a glossary of difficult words. The questions can be in the LOTE and thus require comprehension as well.
Reading texts; identifying and evaluating information
5.00 - 6.75 The tasks can include texts ranging from single words to several paragraphs. At extended text level, the tasks can require students to synthesise and evaluate they read, and identify or infer key ideas. Images can be included to supplement and extend the key information that students must identify.
Application of knowledge of linguistic structures and cultural influences on language to own work
4.75 - 6.00 Students can answer questions aimed at practising the grammar and vocabulary being studied. Questions can require students to analyse word meanings, word associations and cognates. As they learn about the cultural influences on the ways people use language, and how language changes according to context, questions can require students to apply their knowledge of forms of address, register, expressions of politeness, etc. Photos of culture-specific interaction can be included in tasks as cues.
Recycling language and knowledge in new contexts
5.00 - 6.00 Students can apply the grammar, vocabulary and information they have learned in class to new contexts such as comprehension tasks.
Intercultural knowledge and language awareness
Awareness of similarities and differences in cultural practices
4.25 - 6.50 Extended texts and questions in Comprehension Tasks can relate to themes and topics which focus on particular cultural practices.
Awareness and use of culturally appropriate language
5.00 - 6.75 As they learn about the cultural influences on the ways people use language, and how language changes according to context, students' choice of answers can demonstrate awareness of forms of address, register, expressions of politeness or informality, agreeing and disagreeing, gesture, body language, making requests etc.
Use of effective language learning strategies
4.25 Comprehension Tasks can be a self-paced and non-threatening form of revision.
Comparison of words and concepts in English and in the target language
4.25 - 6.75 Comprehension Tasks can be designed to test this understanding.
Knowledge of linguistic structures and cultural influences in the target language; awareness of the complexity of the language system
4.25 - 6.25 Students can complete tasks to practise the grammar and vocabulary being studied. As they learn about the cultural influences on the ways people use language, and how language changes according to context, students can demonstrate their knowledge of forms of address, register, expressions of politeness, etc. through their choice of answers.

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Thinking Processes:

These tables identify the key concepts and skills in the standards which students can apply when making Comprehension Tasks .


Reasoning, processing and inquiry
Level 5 Level 6
Managing information
Identify and synthesise relevant information and consider its validity. Select relevant information and use appropriate thinking/reasoning strategies and tools when analysing evidence. Discriminate in the way they use a variety of sources. Process and synthesise complex information using appropriate thinking strategies and tools.
Problem solving
Complete activities focusing on problem solving which involve an increasing number of variables and solutions. Complete activities focusing on problem solving which involve a wide range and complexity of variables and solutions.
Decision making
Complete activities focusing on decision making which involve an increasing number of variables and solutions. Complete activities focusing on decision making which involve a wide range and complexity of variables and solutions. Make decisions informed by: their analysis of various perspectives and analysis of sometimes contradictory information.
Reflection, evaluation and metacognition
Level 5 Level 6
Using the language of thinking
Use specific language to describe their thinking. Use specific terms to discuss their thinking.

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ICT

This table identifies the key concepts and skills in the standards which students can apply when making Comprehension Tasks


ICT for creating
Level 5 Level 6
Evaluating solutions and information products
Apply criteria to evaluate their information products to meet user needs. Justify suggestions to improve quality.

Personal Learning

This table identifies the key concepts and skills in the standards which students can apply when making Comprehension Tasks


The individual learner
Levels  
Identify and use strategies that will enhance learning 2.75 - 6.00 Completing a multimedia comprehension task is an engaging activity for students, and gives them the opportunity to use language away from textbooks and worksheets. It is a useful strategy for students who resist traditional modes of revising language.

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Created on: Friday, February 29th, 2008 | Page last updated: Monday, 1st December 2008
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