LIBRARY TERM 1 2015

YEAR 5 ENGLISH ACHIEVEMENT STANDARD

YEAR 6 ENGLISH ACHIEVEMENT STANDARD

Receptive modes (listening, reading and viewing)

Receptive modes (listening, reading and viewing)

By the end of Year 5, students explain

how text structures assist in understanding
the text. They understand how language features,
images and vocabulary influence interpretations of
characters, settings and events.

By the end of Year 6, students understand how the use

of text structures can achieve particular effects. They
analyse and explain how language features, images
and vocabulary are used by different authors to
represent ideas, characters and events.

They analyse and explain literal and implied

information from a variety of texts. They describe
how events, characters and settings in texts are
depicted and explain their own responses to them.
They listen and ask questions to clarify content.

Students compare and analyse information in different

texts, explaining literal and implied meaning. They
select and use evidence from a text to explain their
response to it. They listen to discussions, clarifying
content and challenging others ideas.

Productive modes (speaking, writing

and creating)

Students use language features to show how ideas

can be extended. They develop and explain a point
of view about a text, selecting information, ideas
and images from a range of resources.
Students create a variety of sequenced texts for
different purposes and audiences. They make
presentations and contribute actively to class and
group discussions, taking into account other
perspectives. When writing, they demonstrate
understanding of grammar, select specific
vocabulary and use accurate spelling and
punctuation, editing their work to provide structure
and meaning.

Productive modes (speaking, writing and creating)

Students understand how language

features and language patterns can be used for
emphasis. They show how specific details can be used
to support apoint of view. They explain how their
choices of language features and images are used.
Students create detailed texts elaborating on key ideas
for a range of purposes and audiences. They make
presentations and contribute actively to class and
group discussions, using a variety of strategies for
effect. They demonstrate understanding of grammar,
make considered choices from an expanding
vocabulary, use accurate spelling and punctuation for
clarity and make and explain editorial choices.

TEACHING SEQUENCE
WEEK
2

ACTIVITY
Exploring the context of literature: The first chapter describes the setting of both the

RESOURCES

brothers house and the imaginary land in which they live. Use this information to draw a
map of the country, or a plan of their house. Compare and contrast to other students
drawings, discussing how personal experience and inter-textual links might have influenced
their drawings. ACELT1602
What could a red wind be? Write a description of one and read it to the class. Engage in a
series of freeze frame drama activities where: you see the red wind coming, it starts up, it is
overhead and then it leaves. Tap in to find out how students feel at each point. ACELT1613

Examining literature: Bily and Zluty are very different characters. Use a retrieval chart on
an interactive whiteboard to record how they think and feel about a range of activities and
events that occur in the first section of the book. Why do you think the author has focused
on their differences? ACELT1605

How have Bily and Zluty changed throughout the course of the book? Brainstorm adjectives
and phrases around scanned in pictures of each character for both the beginning of the
book and the end of the book. Whose viewpoint are we adopting when we identify these
changes? ACELT1610

Responding to literature: There are unsolved mysteries throughout the book (for
example. the metal pieces, the egg, the crater in the forest, the voices). Jointly create a list

Retrieval chart
Images of
characters
(Assessment)

of these then, in pairs, brainstorm explanations for them. Why do you think the author
included these mysteries? ACELT1620
Do you like the fact that the book finished without a resolution? Why, or why not? What
other endings could the author have chosen? ACELT1609

Creating literature: The book ended abruptly with the brothers and the Monster setting
out West. Write the next chapter to show what might happen to them on their
journey. ACELT1612
Create a website about their land, including all the information found in the book and adding
more from your own imagination. ACELY1717

Examining text structure and cohesion (including punctuation): Use visual literacy
skills to decode the cover and predict the story. Who might the two characters at the bottom
left be? What might be their relationship to the cat? ACELY1702

(Assessment)
Examining text structure and cohesion (including punctuation): The narrative has a
long orientation and complication, then a small resolution followed by another complication.
Why do you think the author structured the text in this way? How does each section engage
the reader? ACELA1518
What future predications are there in the book and how do they act as devices to move the

plot onwards? ACELA1490

Examining grammar and vocabulary: The author manages to create an imaginary

List of nouns

world using everyday words. Examine one section of the book (for example, the chapter
about their house, or the cave) and create noun word wall. How does putting these nouns
together create a new world? ACELA1512

Bees speeches
9

ADDITIONAL
RESOURCES
ASSESSMENT

Examining grammar and vocabulary: Examine the bees speeches. How is past tense
used to predict the future? Create some new past / future predictions using the same
style. ACELA1523
Take a look into the life and writing of Isobelle Carmody on YouTube.
Students understand, analyse and explain how language features, images and vocabulary are used for different
effects and to engage audiences (Week 3)
Students describe how events, characters and settings in texts are depicted and explain their own responses to them
(Week 7)