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VELS Levels 1 & 2 – Selecting appropriate texts to support literacy learning (Anderson, Freebody)

This section deals with the process of selecting appropriate texts for Levels 1 and 2, the characterstics of the texts, text and genre structure and the factors which influence text selection.

Texts help us learn about the world. Knowledge about the world is organised in different ways and students need to learn the ways in which texts organise this knowledge.

The aspects of the Levels 1 & 2 standards for the Reading dimension of the VELS English domain that focus on text selection have been identified with bold text.

• Victorian Essential Learning Standards English, Reading, Level 1 standard
• Victorian Essential Learning Standards English, Reading, Level 2 standard
• Selecting texts
• Factors in text selection

Victorian Essential Learning Standards English, Reading, Level 1 standard

At Level 1, students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound–letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to bottom. They use title, illustrations and knowledge of a text topic to predict meaning. They use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.

Victorian Essential Learning Standards English, Reading, Level 2 standard

At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary. 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 sequence using vocabulary and phrases from the text, and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.

Selecting texts

Aspects when selecting texts to use with students are:

• learning focus
• student’s reading behaviours to ensure the text selected provides opportunities for students to successfully use and integrate information sources (semantic, syntactic and graphophonic knowledge)
• support and challenges for the reader
• text difficulty level that is matched to the developmental reading stages of the students
• students’ socio-cultural backgrounds.

Factors in text selection

Characteristics of texts for Levels 1 and 2 from the English Developmental Continuum ( Reading: text level knowledge)

See the department’s information on texts for Levels 1 and 2 on the English Developmental Continuum

Level 1

• Texts have varied simple sentence patterns that support sentence phrasing.
• Texts have several lines of text per page and longer sentences.
• Texts have a blend of oral and written language patterns.
• Illustrations provide a moderate level of support.
• Texts provide opportunities to visually analyse some new or unusual words.
• Texts contain words that require greater visual attention.
• Texts contain an increasing range of high-frequency words and the vocabulary is extended.

Level 2

Language:

• simple vocabulary
• frequent use of many high frequency and familiar words
• short ‘meaning contained’ sentences
• mainly natural language, some book language appearing.

Layout:

• well spaced
• large to medium-sized print
• frequent illustrations matched to meaning at word and/or sentence level
• well defined paragraphs, often separated by pictures
• chapter structure may be introduced to group ideas
• very simple non-fiction layout, simple headings.

Content :

• easy to follow sequence of events
• simple beginning, middle, end story structure
• main ideas linked , simple and few
• one or two main characters, simply represented
• simple concepts supported by illustrations.

Considerations when selecting texts for learners from culturally and linguistically diverse backgrounds:

• need to provide links to students’ understandings and experiences
• need for texts that contain regular language patterns
• text layout
• possible tense confusions
• suffixes
• singular/plural irregularities.

Factors related to the text which influence text selection

Comprehension comes from the representations of the ideas in a text that readers construct as they read (Alexander and Jetton 2000). These representations are influenced by text features and are related to genre and structure, or the way in which content is organized (RAND Reading Study Group 2002) and to language features, such as vocabulary and syntax (sentence structure and complexity) and the author’s writing style and clarity of expression. (Armbruster 1984; Freebody and Anderson 1983).

Text genre and structure

Text genre may be classified in many ways, such as fiction, non fiction, fairy tales, fables, and plays. Text structure refers to familiar patterns that establish the interrelations among the ideas of a genre, such as cause-effect or time-order relationships in non fiction; the division of plays into acts and scenes; the rhyme and rhythm of poems; dialogue in fiction.

Research indicates that different text structures place different demands on readers’ comprehension and that learning to identify and take advantage of text structure is a characteristic of proficient readers (Dickson, Simmons and Kame‘enui 1998).

Although each genre has specific structural features that can be helpful to comprehension, research has focused most attention on the features of two types of writing found across genres. The two types of writing are narrative and informational. Learning from narrative writing and learning from informational writing often requires students to process what they read in different ways.

Professional learning

Read, identify and highlight the reference to characteristics of texts in the Learning Focus statements for the English domain of the Victorian Essential Learning Standards:

Learning focus (English domain) for Level 1

As students work towards the achievement of Level 1 standards in English, they draw on a range of experiences and skills with texts and language used at home and in the community when speaking, listening, reading and writing to establish a foundation for English learning in the school context.

Students learn to read simple, predictable texts that have familiar content. Texts at this level have simple sentences and predominantly oral language Patterns, and include repetition of phrases and illustrations that represent the main ideas such as picture books. Students learn that print text maintains a constant message, and they use title, illustrations and knowledge of a text topic to predict meaning in texts.

They explore the purpose, formation and conventions of print and develop a working understanding of how sounds are represented alphabetically. To make meaning they use context and information about words, letters, combinations of letters and the sounds associated with them. They expand their vocabulary and use illustrations to extend meaning. With support they select their own reading material from a small range of familiar texts.

Students begin to compose simple texts about personally significant topics for their own purposes and audiences. When writing words and simple sentences they draw on their knowledge of the alphabet and its relationship with the sound system, conventional letters, groups of letters and some simple punctuation such as full stops and capital letters to communicate meaning.

They begin to recognise that writing is used to convey ideas, feelings and information, and they discuss the purposes of their writing and the sources of their ideas. They learn to form letters correctly and to use a range of writing implements.

Students regularly make brief presentations on a specified topic to small groups or the whole class, learning to speak at an appropriate volume and pace for listeners’ needs. They practise sequencing main events and ideas coherently and self-correct by rephrasing when meaning is not clear. They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.

Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.

Learning focus (English domain) for Level 2

As students work towards the achievement of Level 2 standards in English, they extend their knowledge of how language is used in a range of written and spoken texts. With teacher support and through the sharing of texts, students develop a consciousness of texts – how they are constructed and the purposes they fulfil.

Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures, uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as stories and poems, everyday texts and informative texts in print and electronic form. They develop strategies for reading texts, for example predicting meanings using semantic, syntactic and graphophonic cues. They learn to self-correct when reading aloud. They read and retell ideas in sequence using unfamiliar vocabulary and phrases from the text. They comment and act upon information.

Students engage in individual, small group and teacher-directed activities in which they read a variety of texts and explore the wide range of purposes, contexts and audiences for which texts are produced. They learn to recognise that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience. Through class discussions they consider the opinions and viewpoints of others and become aware that there are different interpretations of texts. They begin to connect the themes and ideas in texts to their own knowledge and experience.

Students write short texts that include several related ideas in sequence, and, where relevant, combine writing with drawing or computer graphics. They experiment with more complex grammatical features, such as ways of linking ideas in sentences using pronouns, conjunctions and adverbial phrases indicating time and place. They begin to spell frequently used words accurately (for example, come, going, like), most words of one syllable with regular spelling (for example, sharp, thick, star), and some two-syllable words with regular spelling (for example, sunny, playing). They learn to use capital letters, full stops and question marks correctly. They learn strategies for planning, composing, revising and editing their writing. They begin to expand their vocabulary and use resources such as dictionaries and spell-checking software.

They experiment with written and electronic publishing options. When handwriting, they practise correct letter formation.

In planned and spontaneous activities, students explore the structures and features of language in spoken texts. They become increasingly aware of how and why their own speaking needs to be varied to suit different situations and audiences. Students focus on organising their ideas to make themselves understood and, with guidance, develop strategies to improve oral presentations, for example, by varying volume and pace.

Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and interpret texts such as serialised readings or films.

Related materials

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