In this vignette, the year 3 teacher uses an online text to teach how evaluative language can be made more or less forceful. The carefully considered text selection highlights evaluative language that changes from more forceful to less forceful when representing characters, objects and emotional traits.
The teacher models language that moves from more forceful to less forceful using a vocabulary cline. She uses a word from the text which describes the character. She also uses related words to explore modality when describing the same attribute.
The teacher describes the flexible groups she has planned in order to enable the children to practise, synthesise and consolidate their learning. Each group examines how evaluative language can be varied to be more or less forceful, focusing on different language features of the text.
The TeachingACEnglish project was developed by the Department of Education, Training and Employment, Queensland in collaboration with Education Services Australia. This vignette was filmed at Woree State School, Queensland.
In the Australian Curriculum: English, the content descriptions related to the knowledge, understanding and skills of reading and comprehension strategies from Foundation to year 10 are represented in the Literacy strand of English, within the sub-strand of Interpreting, analysing, evaluating. The content descriptions progress from an early focus on emerging text processing strategies and using contextual, semantic, grammatical and phonic knowledge; to the application of more complex text processing strategies, across a wide range of texts, in the later years of schooling.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icons of book, cogs and people
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Please note: this resource does not address all focus areas of these standards.
This publication is funded by the Australian Government Department of Education, Employment and Workplace Relations.