Literacy Professional Learning Resource – Key Concepts
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Key concepts: VELS 1 & 2 | VELS 3 | VELS 4 | VELS 5 & 6
The English domain consists of three dimensions:
- Reading
- Writing
- Speaking and listening
Victorian Essential Learning Standards English domain
Standards at level 1
Reading
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.
Writing
At Level 1, students write personal recounts and simple texts about 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. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software.
Speaking and listening
At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions. They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.
Standards at level 2
Reading
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.
Writing
At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question 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 legibly with consistent size, slope and spacing.
Speaking and listening
At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking clarifying questions to facilitate communication. After 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 been said.
Introduction to the English domain
In the English domain, texts and language constitute the central and essential concepts. The concept of texts focuses equally on creating and analysing texts, understanding and interpreting texts, and moving beyond interpretation to reflection and critical analysis. The concept of language includes the use of language and the development of linguistic competence, and the development of knowledge about language.
Students learn to appreciate, enjoy and use language and develop a sense of its richness and its power to evoke feelings, to form and convey ideas, to inform, to discuss, to persuade, to entertain and to argue.
The English domain is centred on the conscious and deliberate study of language in the variety of texts and contexts in which it is spoken, read, viewed and written. It is concerned with a wide range of written and spoken texts in print and electronic forms including literary texts such as novels, short stories, poetry, plays and non-fiction; film and other multimodal texts; media texts; information, commercial and workplace texts; everyday texts; and personal writing.
The study of English involves students in reading, viewing, listening to, writing, creating, comparing, researching and talking about a range of text types from the simple to the complex, from texts dealing with concrete and straightforward information to those dealing with increasingly complex and abstract issues and ideas. English teachers encourage students to explore the meaning of texts and how meaning is conveyed. They introduce critical approaches to the ideas and thinking contained in texts and support students in the development of critical understanding about the ways writers and speakers control language to influence their listeners, readers and viewers.
Students develop an understanding of the way purpose, audience and situation influence the structures and features of language and learn to apply their knowledge in their reading, writing, viewing, speaking and listening. They come to understand that different kinds of texts are appropriate for different occasions and learn to appreciate the variety of English usage in different times and places. They also learn about the ways language shapes and reflects attitudes in different times and places. Students are provided with opportunities to use language effectively in a range of contexts from informal to formal.
Students learn terminology or metalanguage to describe and discuss particular structures and features of language produced in a variety of contexts. They learn to control language by applying their understanding of the grammatical structures of Standard Australian English, by learning to spell accurately and use punctuation effectively, as well as by imitating good writers and speakers.
Understanding texts and recognising how language works within them is necessary for success at school and beyond for an active, informed and fulfilling life in modern Australian society and the global community. By understanding and working with texts, students acquire the knowledge, skills and personal qualities that enable them to read, view and listen critically and to think, speak and write clearly and confidently.
Learning focus 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 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
Definitions of underlined terms are provided in the Glossary (page 26) 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 material
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