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VELS level 5 & 6 – Selecting appropriate texts to support literacy learning

This section deals with the process of selecting appropriate texts for Levels 5 & 6, the characterstics of the texts and the factors which influence text selection.

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Victorian Essential Learning Standards English, Reading, Level 5 Standard

The aspects of the Levels 5 & 6 standards for the Reading dimension of the VELS English domain that focus on text selection have been identified with bold text.

At Level 5, 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.

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Victorian Essential Learning Standards English, Reading, Level 6 Standard

At Level 6, students read, view, analyse, critique, 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 by 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.

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Selecting texts

When selecting texts, consider the following aspects:

  • literacy demands within the text
  • the literacy demand of the domain learning and teaching focus
  • the level of students’ literacy skills
  • students prior knowledge and experiences
  • students interests
  • the supports and challenges of the text
  • text type.

Students learn to read and write if:

  • texts are interesting and varied
  • appropriate and adequate instruction is provided
  • support is matched to the particular needs of the student
  • time and support are given to practise skills
  • ongoing and supportive feedback is provided.

Text used will include those from:

Literature: includes written and spoken fact or fiction texts. Through reading, writing, listening to and talking about literature, students extend their understanding of the world and themselves, and they see how cultural nealies and values are formed.

Everyday texts : include spoken, print and non-print texts that are part of everyday life, both in school and outside.

Media texts: include spoken, print, graphic and electronic communications with a public audience.

Workplace texts: include spoken, print and electronic forms of communication across a wide range of industries, including business letters, resumes, memoranda short reports, formal and informal minutes.

Texts used in the middle years often have language, syntax, vocabulary and concepts specific to a particular area of study, necessitating the need for students to be taught how to:

  • decode
  • understand
  • comprehend and
  • analyse a range of texts.

Texts need to be selected with consideration of their ability to prepare students and guide them so that they will learn more effectively.

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 & Jetton, 2000). These representations are influenced by text features and are related to genre and structure, or the way in which content is organised (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 & Anderson, 1983).

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Professional learning

Read, identify and highlight the reference to characteristics of texts in the learning focus, English domain of the Victorian Essential Learning Standards:

English domain, Level 5 Learning focus

As students work towards the achievement of Level 5 standards in English, they consolidate and expand their knowledge and understanding of a range of texts and appreciate how to use formal language to construct texts for school purposes, and for purposes relevant to their lives beyond school.

Students begin to respond in more detached and critical ways to a wide range of print, visual, electronic and multimodal texts that explore familiar and more challenging themes and issues. They include literary texts such as novels, short stories, plays and poetry, and informative and persuasive texts including everyday texts and media texts. Students discuss texts analytically and develop confidence in the use of metalanguage to describe and discuss particular structures and features of language. They explore the power of language and the ways it can influence roles and relationships and represent ideas, information and concepts. They learn that texts can be created for multiple purposes.

Students read and interpret texts that present some challenging issues. They compare texts that explore similar themes and ideas, and recognise that writers can express views and values other than their own. They develop a critical understanding about the ways that writers and producers of texts try to position readers to accept particular views of people, characters, events, ideas and information. They discuss the ways in which persuasive texts present opinions and evidence, justify positions and persuade.

Students learn to use formal language to construct spoken and written texts for a range of purposes and audiences. They extend their knowledge of the structure of a variety of text forms (such as narratives, transactions, reports, procedures, explanations and persuasive texts) and practise writing expressively and in detail about challenging ideas and information. They continue to adjust their writing in response to purpose, context, and audience needs. They improve the accuracy and readability of their writing through the use of appropriate spelling and punctuation, and the control of tenses, subject-verb agreement and noun-pronoun agreement. They continue to develop their planning, drafting, editing and proofreading skills, using computer technology to organise, format, revise and present their texts.

Students work cooperatively in discussion groups, using talk to explore and analyse challenging themes and issues. They develop their skills in identifying main issues in a topic, providing supporting detail and evidence for opinions, asking relevant clarifying questions and building on the ideas of others. They apply their knowledge of spoken texts and oral language to experiment with techniques to influence audiences, including vocabulary, rhythm, intonation, timing, pausing, body language and facial expression. They examine how situational and sociocultural factors affect audience responses and the impact of different text and sentence structures on readers and viewers. They explore ways of using multimodal texts to enhance visual and verbal communication.

English domain Level 6

Learning focus

As students work towards the achievement of Level 6 standards in English, they produce, study and respond critically to spoken, written, and visual texts created for a wide range of audiences and purposes. Their focus is on a close examination of the critical and sociocultural dimensions of language, and they learn to be critical and independent users of texts and language appropriate to situations in school, in their daily lives and in the workplace.

Students read and respond to a range of classic, contemporary and popular texts, including literary texts such as novels, short stories, plays and poetry; informative and persuasive texts including everyday texts; media texts and workplace texts. They develop a critical understanding of the contemporary mass media and the difference between different media texts, such as current affairs, news articles, features, editorials, documentaries and reviews. They explore and interpret different perspectives on complex issues, analysing how different texts are likely to be interpreted by different groups. They develop a critical understanding of the contextual factors involved in the construction and interpretation of texts, including the role of audience in shaping meaning. They extend their use of metalanguage to encompass explicit discussion of the style and tone of a text.

Students use writing to explore different perspectives on complex and challenging issues. They develop their skills in writing appropriately and effectively in a range of text types for a variety of purposes and audiences. They practise writing expressively about thoughts, feelings, opinions and ideas, and constructing considered arguments to persuade others to share a point of view. Through an increasing use and control of complex linguistic structures and features, students develop their skills in conveying meaning and meeting the demands of purpose, context and audience.

Students listen to and are provided with opportunities to produce a range of spoken texts in a variety of formal and informal situations characterised by complexity of purpose, and subject matter. They critically examine the variety of ways in which spoken language influences audiences and, in their own presentations, experiment with a range of persuasive techniques.

In spoken, written and multimodal texts students apply their skills to planning and developing formal arguments about complex issues, and use evidence systematically to justify points of view and develop logical conclusions. They make increasingly effective use of a range of word-processing and editing software to produce texts that incorporate digital still images, digital audio and video, and print.

Related materials

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