In this vignette, the year 7 teacher describes how she planned explicit teaching about how language features shape meaning. She explains that these lessons are a result of deconstructing the knowledge, understanding and skills the students will need to learn as they progress towards the targeted curriculum. She demonstrates one lesson from the planned series of three.
The teacher reflects on the anecdotal notes she took during this lesson to demonstrate the continual cyclic nature of monitoring and how she will use the data she has gathered to plan for individuals and small groups in the following lesson.
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 Caravonica 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, in the sub-strand, 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.
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icons of book and cogs
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.