Language Curriculum: Ages Nine to Twelve

 Jump to section:

3.LA.010 History of language
3.LA.020 Spoken Language: listening and speaking
3.LA.030 Reading: word and text level
3.LA.040 Word Study
3.LA.050 Grammar and Verb Study: functions of words and grammar boxes
3.LA.060 Grammar Study: sentence analysis (simple, compound, complex)
3.LA.070 Grammar Study: sentence analysis (types of clauses)

3.LA.080 Grammar Study for Writing: study of style
3.LA.090 Reading and Viewing Literary Texts
3.LA.100 Reading and Viewing Factual Texts
3.LA.110 Writing: composing literary and factual texts
3.LA.120 Writing: handwriting and keyboarding
3.LA.130 Writing: spelling
3.LA.140 Writing: punctuation

Language Overview

Language is the tool used by children to explore all other subject areas, and for this reason, language is involved in all areas of learning.

In the Children’s House children are introduced to the basic skills that underpin writing and reading. When they make the transition to the learning environment for children older than six, they are introduced to a variety of activities and resources that lead them to fluent reading and more advanced comprehension skills, described by Montessori educators as total reading.

Providing children with a variety of means for learning to write and read enables them to select activities and resources that match their learning style. This diverse repertoire of activities for developing knowledge and skills in both spoken and written language makes it possible for all children to experience success and enjoyment with language in all its forms and uses.

Learning to Write and Read

In the Children’s House, after they have worked with sandpaper letters and the moveable alphabet, children often explode into written language. Usually, in the Children’s House, as children learn to analyse words into their sounds, an explosion into writing occurs before reading. Only later, when children learn to synthesise sounds into words, do they begin to read. If children learn to read and write after the age of six, however, they usually learn both writing and reading simultaneously.

In Montessori environments prepared for children over the age of six, learning is no longer based simply on sensory activity and movement. Instead the exploration of language also engages the children’s imagination and ability to reason. For example, from the age of six, children are interested in stories about the history of language and written symbols; these stories appeal to children’s imagination. Through a great lesson children learn how humans began to communicate through signs. They also learn that language is a gift from the past. Listening to the story, and undertaking related research activities, give children the opportunity to develop feelings of gratitude for this gift.

In Montessori environments prepared for children aged from six to nine years, children are made aware of all that they already know about language, including the grammar they have mastered in their spoken language. In a series of active grammar games, using concrete materials, children are given technical terms for labelling the parts of their own language. Children of this age really enjoy thinking and talking about their own language. Through such work they develop clarity and conscious awareness of their language so they can use it more effectively in both its spoken and written modes.

Total Reading

Total reading is defined by Montessori educators as the ability to interpret the totality of the meaning expressed by a writer. This includes understanding the subject matter, as well as the opinions and feelings expressed, and the style used by the writer. To help children achieve total reading, they are given opportunities to explore:

  • the history of language

  • words and grammar, and their meanings

  • where and how words evolved (the study of etymology)

  • punctuation and spelling

  • variation in meaning-making across different cultures.

The Aims of the Montessori Language Curriculum for Children from Nine to Twelve Years

The aims of the Montessori language curriculum for children aged from nine to twelve years include the following:

  • to foster the children’s interest in language, the history of language and the history of communication with signs

  • to explore the etymology of words

  • to develop a respect for all varieties of language

  • to develop a love of books

  • to understand the grammar of our language and to use this knowledge to improve fluency in reading and writing

  • to use language to express thoughts and ideas (self-expression)

History of Language 3.LA.010

 Knowledge, Skills and Understanding

Typically, children will:

01. Extend knowledge of the development of spoken language

02. Communicate using a variety of means used in the history of written language

03. Extend knowledge about the development of the alphabet

04. Extend knowledge of the development of written language, from its beginnings to the present

05. Extend knowledge of the development of English

＋ Materials and Activity

Activities include:

  • story of communication in signs (2nd level)
  • factual stories and historical accounts
  • experimenting with pictures, pictograms, hieroglyphs, ancient alphabets to communicate
  • research projects e.g., making models, timelines and charts
  • note-taking and writing up research
  • research projects e.g., tracing the development of languages other than English; exploring how other primates, or other animals, communicate; researching the spoken language traditions of First Nations Australians

Resources include:

  • charts and artefacts
  • research materials (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (A9)

AC9E3LA01

AC9E4LY10
AC9E5LY09
AC9E5LY10
AC9E6LY09

AC9E4LY10
AC9E5LY09
AC9E5LY10
AC9E6LY09

Spoken language: listening and speaking 3.LA.020

Knowledge, Skills and Understanding

Typically, children will:

.01 Enhance skills in listening and responding to:

  • stories and poems read aloud or performed

  • recordings or performances of songs, music, plays

  • video and film screenings

  • spoken and multimedia presentations

  • note-taking

.02 Enhance skills in spoken interaction:

  • greetings and leave-takings

  • requests and offers

  • asking and responding to questions

  • giving and following instructions, including multi-step instructions

  • using questions to build and clarify understanding

  • initiating topics

  • expressing opinions

  • using intonation, gesture and eye contact

  • relating events, stories or conversations

  • using different forms of speech for different purposes, audiences and social contexts

  • using the telephone to gain information

  • conducting interviews, face to face and online

  • using active listening skills, including paraphrasing

  • listening for key ideas and for detail

  • participating in discussions and debates

  • clarifying or interrogating

  • justifying a point of view

  • using evaluative and emotive language

  • explaining complex concepts

.03 Enhance performance skills:

  • reading aloud

  • rhythm and movement in speech

  • reading and performing rhymes, poetry and songs

  • spoken and multimedia presentations, reports and speeches

  • voice production – tone, pace, pitch and volume

  • improvising and acting out dramatic roles

  • use dialogue in dramatic performance

＋ Materials and Activity

Activities include:

  • grace and courtesy ‘how to’ lessons/role plays
  • daily interactions with teachers and peers
  • preparation for going out
  • collaborative research projects
  • class meetings
  • listening comprehension activities
  • listening for literal and inferred meaning
  • guided speaking activities
  • investigating formal and informal communications
  • guided notetaking
  • choral and individual performances
  • presentations, plays and speeches
  • interviews, discussions, debates, mock trials, mock parliament
  • guest speakers.

Resources include:

  • grammar boxes commands
  • interpretive reading cards
  • command cards in all areas of the curriculum
  • card material
  • exemplary speeches from history
  • student’s own work
  • quality children’s literature and factual texts in a variety of forms (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (A9)

AC9E3LY02 AC9E3LY05 AC9E4LY02 AC9E4LY05 AC9E5LA07 AC9E5LY05 AC9E6LY05

AC9E3LA01 AC9E3LA02 AC9E3LY02 AC9E4LA01 AC9E4LY02 AC9E5LA01 AC9E5LY02 AC9E6LA01 AC9E6LY02

AC9E3LE04 AC9E3LY07 AC9E4LE04 AC9E4LY07 AC9E5LE04 AC9E5LY07 AC9E6LE04 AC9E6LY07

Reading: word and text level 3.LA.030

 Knowledge, Skills and Understanding

Typically, children will:

.01 Read multisyllabic words by applying knowledge of:

  • phoneme-grapheme (sound-letter) relationships

  • blending and segmenting

  • letter patterns and generalisations

  • phonological and morphological rules

  • less common plurals

  • vocabulary, including technical words

.02 Competently read puzzle words (sight words with irregular spelling) and high frequency words

.03 Competently decode and comprehend words, word groups, phrases, clauses and sentences

＋ Materials and Activity

Activities include:

  • small group lessons and exercises to review knowledge and skills as needed
  • individual tutorials for students needing to review and practise basic skills
  • extension of word study exercises
  • drama and visual arts activities based on reading
  • reading comprehension exercises in all areas of the curriculum.

Resources include:

  • phonogram folders, cards, booklets and word lists
  • puzzle word lists, booklets and folders
  • pictures, labels, jumbled text and booklets in all areas of the curriculum
  • command cards in all curriculum areas
  • reading commands
  • interpretive reading cards.

＋ Links to Australian Curriculum (A9)

AC9E3LY09 AC9E3LY10 AC9E4LY09 AC9E4LY10 AC9E5LY08 AC9E5LY09 AC9E5LY10 AC9E6LY08 AC9E6LY09

AC9E3LY12 AC9E4LY11 AC9E5LY09

AC9E3LY04 AC9E4LY04 AC9E3LY09 AC9E3LY10 AC9E4LY09 AC9E4LY10 AC9E5LY08 AC9E5LY09 AC9E5LY10 AC9E6LY08 AC9E6LY09

Typically, children will:

.04 Develop, consolidate and extend reading skills and strategies, including:

  • rereading and self-correcting

  • navigating and understanding the structure of written and multimodal texts

  • predicting and monitoring the meanings in a text

  • skimming, scanning and confirming

  • reading for inferred and/or implied meanings

  • recognising how a text shapes opinions and point of view

＋ Materials and Activity

Activities include:

  • exercises to build a range of reading skills and strategies e.g., library activities, modelled and guided reading activities, research projects
  • interpreting the meanings in texts in a variety of ways e.g., written and spoken responses, drama and visual arts
  • expanding reading repertoire as interest, fluency and comprehension develops.

Resources include literary and factual reading material matched to interest and curriculum focus.

＋ Links to Australian Curriculum (A9)

AC9E3LY04 AC9E3LY05 AC9E4LY04 AC9E4LY05 AC9E5LY04 AC9E5LY05 AC9E6LY04 AC9E6LY05

Typically, children will:

.05 Read a range of texts fluently with expanding levels of comprehension

.06 Extend reading for enjoyment

.07 Extend reading for research

.08 Identify and compare the differences and similarities between print and screen texts, including:

  • organisational structure and layout

  • page numbers and chapters

  • table of contents, indexes, menus, side-bar menus and drop-down menus

  • glossaries

  • titles, headings, subheadings, and headlines

  • navigation vocabulary, buttons and links

  • swipe screens

  • verbal commands

  • images and graphics

  • figures, tables, diagrams, maps and graphs

＋ Materials and Activity

Activities include:

  • modelled, guided and independent reading of factual and literary texts individually and in small groups
  • experiencing literary texts by First Nations Australian, wide-ranging Australian and world authors and illustrators
  • interpreting literary texts through drama, creative arts and model-making activities
  • taking notes, using graphic organisers, drawing maps and diagrams and building models from factual texts
  • library visits
  • guided reading for research
  • reading own and peers’ writing for editing, proofreading and conferencing
  • reading as performance.

Resources include quality reading material (literary and factual; paper-based, digital and web-based) matched to interest.

＋ Links to Australian Curriculum (A9)

AC9E3LY04 AC9E3LY05 AC9E4LY04 AC9E4LY05 AC9E5LY04 AC9E5LY05 AC9E6LY04 AC9E6LY05

AC9E3LY05 AC9E4LY05 AC9E5LY04 AC9E5LY05 AC9E6LY04 AC9E6LY05

AC9E3LY05 AC9E4LY05 AC9E5LY04 AC9E5LY05 AC9E6LY04 AC9E6LY05

AC9E3LA05 AC9E3LA09 AC9E3LY05 AC9E4LA04 AC9E4LA10 AC9E4LY05 AC9E5LA07 AC9E5LY05 AC9E6LA07 AC9E6LY04 AC9E6LY05

Word Study 3.LA.040

 Knowledge, Skills and Understanding

Typically, children will:

.01 Review and extend knowledge of words and their parts:

  • syllables

  • grammatical morphemes

  • word bases

  • prefixes

  • suffixes

.02 Review and extend synonyms, antonyms and homonyms, homophones and homographs

.03 Use study of etymology to explore:

  • origins of words, including Greek and Latin roots

  • word families

  • changes in usage over time

.04 Review and extend knowledge of figures of speech:

  • simile and metaphor

  • personification

  • onomatopoeia

  • alliteration

  • assonance

  • idioms

  • imagery

  • hyperbole

  • paradox

.05 Expand and enhance technical, specialist, and subject related vocabulary through reading and writing texts

＋ Materials and Activity

Activities include:

  • word study reviews, exercises and extensions
  • spelling exercises and extension
  • style study of student’s own writing and the writing of others
  • etymology lessons/research for all technical and specialised words introduced in the curriculum
  • vocabulary research projects
  • building word banks.

Resources include:

  • word study charts and card material
  • small moveable alphabets in different colours
  • card sets, wall charts
  • dictionaries and thesaurus (paper-based and online)
  • etymological dictionaries (paper-based, digital and/or web-based)
  • research and reference materials
  • box of grammar symbols.

＋ Materials and Activity

Activities include:

Resources include:

＋ Links to Australian Curriculum (A9)

AC9E3LY09 AC9E3LY10 AC9E4LY09 AC9E4LY10 AC9E5LY08 AC9E5LY09 AC9E6LY09

AC9E3LY12 AC9E4LA11 AC9E4LY06 AC9E4LY11 AC9E5LY06 AC9E6LY06

AC9E5LA08 AC9E3LY09 AC9E3LY10 AC9E3LY11 AC9E3LY12 AC9E4LY09 AC9E4LY10 AC9E5LY08 AC9E5LY09 AC9E5LY10 AC9E6LY08 AC9E6LY09

AC9E5LE04 AC9E5LE05 AC9E6LA08

AC9E3LA10 AC9E3LY05 AC9E4LA11 AC9E4LY05 AC9E5LA08 AC9E5LY05 AC9E6LY05

Grammar and Verb Study: functions of words and grammar boxes 3.LA.050

 Knowledge, Skills and Understanding

Typically, children will:

.01 Complete, review and extend study of word functions and grammar patterns initiated in language curriculum for children aged from six to nine

.02 Expand noun groups to provide fuller descriptions through use of adjectives:

  • qualitative

  • interrogative

  • demonstrative

  • possessive

  • numeral (indefinite and definite)

  • distributive

  • positive, comparative, superlative

.03 Expand verb usage to provide fuller descriptions:

  • negative verb forms

  • infinitive (non-finite) verb forms

  • voice (active, passive)

  • mood (indicative: declarative and interrogative, imperative, subjunctive)

  • progressive (phased) verb forms

  • use of reflexive pronouns with verbs

  • transitive and intransitive verbs

  • linking (relating) verbs e.g., to be, appear, seem, look, and complements

  • modal verbs for degrees of probability and obligation

.04 Expand use of personal pronouns with strong and weak verbs in present, past and future tenses

.05 Expand use of auxiliary verbs (modal) in present, past and future tenses

.06 Expand use of compound tenses:

  • perfect tenses (past, present, future)

  • continuous/imperfect tenses (past, present, future)

  • combinations of perfect and continuous

.07 Use prepositions phrases to provide circumstantial details

.08 Place adverbs and adverb groups in sentences effectively

.09 Expand use of adverb and adverbial groups to provide fuller descriptions:

  • manner

  • place

  • time

  • quantity

  • comparison of adverb

＋ Materials and Activity

Activities include:

  • spoken language stories, lessons and games
  • grammar box reading games, commands and experiments: dramatising the work of grammatical structures, composing word groups and sentences with colour-coded cards, symbolising cards to reveal grammar patterns
  • transposition exercises to explore and experiment with word order
  • laying out sets of cards in tables and arrays to explore the classification of grammar categories
  • working with charts to identify grammar patterns
  • writing activities to record work
  • comparing use of English grammar patterns with the corresponding grammar patterns of a LOTE
  • research projects.

Resources include:

  • grammar boxes containing cards with target text, loose colour-coded cards for composing, commands, classified card sets
  • charts and card material
  • sentence analysis materials
  • boxes of grammar symbols
  • supplementary card material and games to explore function, agreement and classification
  • 3-D grammar symbols (geometric solids)
  • boxes of 2-D grammar symbols (plane geometric shapes)
  • charts to guide analysis
  • dictionaries
  • reading and reference material (paper-based, digital and/or web-based)

＋ Links to Australian Curriculum (A9)

AC9E4LA08

AC9E3LY06 AC9E4LY06 AC9E5LA06 AC9E5LY06 AC9E6LY06

AC9E3LA02 AC9E3LA06 AC9E3LA07 AC9E6LA06 AC9E6LY06

AC9E3LY06 AC9E4LA09 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LY06 AC9E4LA09 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LY06 AC9E4LA09 AC9E4LY06 AC9E5LY06 AC9E6LA06 AC9E6LY06

AC9E4LA08

AC9E4LA08

AC9E6LA06

Grammar Study: sentence analysis (simple, compound, complex) 3.LA.060

 Knowledge, Skills and Understanding

Typically, children will:

.01 Complete, review and extend sentence analysis work initiated in language curriculum for children aged from six to nine

.02 Use knowledge of simple sentences in writing tasks

.03 Identify compound sentences and break into parts

.04 Identify subordinating conjunctions in compound sentences

.05 Identify complex sentences and break into parts

.06 Identify relative pronouns in complex sentences

.07 Identify subordinating and correlative conjunctions in complex sentences

.08 Recognise different types of conjunction (addition, time sequence, cause and condition, comparison)

.09 Analyse compound and complex sentences

.10 Use knowledge of compound and complex sentences in writing tasks (creative writing and project work)

＋ Materials and Activity

Activities include:

  • sentence analysis lessons
  • sentence reading and analysis exercises tearing sentences written on strips of paper into parts and labelling and setting out sentence structure with wooden material
  • recording analysis use sentence analysis paper
  • sentence writing activities using chart A as a guide to compose short and long simple, compound and complex sentences
  • composing short and long simple, compound and complex sentences abstractly
  • creative writing and research tasks.

Resources include:

  • sample simple, compound and complex sentences derived from student writing and student reading material, both literary and factual texts
  • sentence analysis Boxes 1 and 2 (wooden circles, arrows, triangles)
  • sentence analysis chart A
  • sentence analysis paper
  • reading material to find sentences to analyse
  • card material
  • word banks of coordinating and subordinating conjunctions.

＋ Links to Australian Curriculum (A9)

AC9E3LA06

AC9E4LA06

AC9E4LA06

AC9E5LA05

AC9E5LA05

AC9E5LA05

AC9E4LA06 AC9E5LA05

AC9E4LA06 AC9E5LA05 AC9E6LA05

AC9E3LY06 AC9E4LA06 AC9E4LY06 AC9E5LA05 AC9E5LY06 AC9E6LA05 AC9E6LY06

Grammar Study: sentence analysis (types of clauses) 3.LA.070

 Knowledge, Skills and Understanding

Typically, children will:

.01 Identifying subject-verb agreement in clauses

.02 Identify clauses in compound sentences (independent and dependent clauses)

.03 Identify clauses in complex sentences and label according to dependency

.04 Identify clauses in complex sentences and label according to type:

  • main/principal clause

  • adjectival clauses

  • adverbial clauses

  • noun clauses used as subject, object or indirect object

＋ Materials and Activity

Activities include:

  • sentence analysis lessons
  • sentence reading and analysis exercises tearing sentences written on strips of paper into parts and labelling and setting out sentence structure with wooden material
  • recording analysis use sentence analysis paper
  • sentence writing activities, with material and abstractly
  • creative writing and research tasks.

Resources include:

  • clause analysis boxes 1 and 2
  • sentence analysis chart B
  • card material

＋ Links to Australian Curriculum (A9)

AC9E3LA06

AC9E3LA06 AC9E4LA06

AC9E3LA06 AC9E5LA05 AC9E6LA05

AC9E3LA06 AC9E5LA05 AC9E6LA05

Grammar Study for Writing: study of style 3.LA.080

 Knowledge, Skills and Understanding

Typically, children will:

.01 Complete, review and extend study of style initiated in language curriculum for children aged from six to nine

.02 Use grammar symbols to analyse and recognise own writing style

.03 Use knowledge of grammar to expand and enrich personal writing style

.04 Develop and enrich vocabulary

.05 Use analysis, symbolising and transposition of grammar patterns in sentences and texts as the basis for discussion of meaning-making and how meanings might be amplified and enhanced

.06 Use analysis, symbolising and transposition of grammar patterns in sentences and texts written by the same author to investigate the author’s style

＋ Materials and Activity

Activities include:

  • guided individual and small group activities
  • brainstorming in small groups
  • building word webs and mind maps.

Resources include:

  • box of grammar symbols
  • sample word webs and mind maps
  • grammar boxes II-IX
  • sentence analysis boxes 1 and 2
  • sentence analysis charts.

＋ Links to Australian Curriculum (A9)

AC9E3LE05 AC9E3LY06 AC9E4LE05 AC9E4LY06 AC9E5LE05 AC9E5LY06 AC9E6LE05 AC9E6LY06

AC9E3LA10 AC9E4LA11 AC9E5LA08

AC9E3LE05 AC9E3LY06 AC9E4LE05 AC9E4LY06 AC9E5LE05 AC9E5LY06 AC9E6LE05 AC9E6LY06

AC9E3LE05 AC9E3LY06 AC9E4LE05 AC9E4LY06 AC9E5LE05 AC9E5LY06 AC9E6LE05 AC9E6LY06

Reading and Viewing Literary Texts 3.LA.090

 Knowledge, Skills and Understanding

Typically, children will:

.01 Read and review literary texts, including:

  • prose

  • plays

  • narratives

  • poetry

  • literary description

  • literary recount

  • personal response/review

  • text, images, multimedia

  • paper-based, film, digital and web-based

.02 Select extracts of familiar literature to analyse and critique author’s style

.03 Review a range of literary texts and support opinions using evidence from the text

  • purpose

  • organisational structure, including chapters, headings and subheadings

  • audience

  • settings and characters

  • settings and the mood/atmosphere

  • storylines, ideas and relationships

  • dialogue

  • language features

  • literary devices

  • tension

  • clause- and word level grammar

  • figurative language

  • intended or assumed purposes

  • identifying bias

  • authors influence

  • topics, themes and plots

.04 Research, discuss and evaluate the historical background of selected literary texts

.05 Research, discuss and evaluate how individuals and groups of people are represented in a range of literary texts and literary genres

.06 Analyse and critique a selection of poems for imagery, form, rhythm and rhyme

.07 Research figures of speech used in literary texts:

  • simile and metaphor

  • personification

  • onomatopoeia

  • alliteration

  • assonance

  • idioms

  • imagery

  • hyperbole

  • paradox

.08 Develop a critical orientation to literary texts, by analysing:

  • organisational structure, including chapters, headings and subheadings

  • audience

  • settings and characters

  • settings and the mood/atmosphere

  • storylines, ideas and relationships

  • dialogue

  • language features

  • literary devices

  • tension

  • clause- and word level grammar

  • figurative language

  • intended or assumed purposes

  • identifying bias

  • authors influence

  • topics, themes and plots

.09 Explore the work and types and parts of still and moving images used in literary texts, including:

  • elements of images and their composition

  • use of size, shape and colour

  • sequence of images

  • links between words and images

  • links between character description, actions, reactions and thoughts

＋ Materials and Activity

Activities include:

  • going out e.g., bookshops, libraries, literary events
  • guided small-group activities
  • guided discussions to make connections between personal and character experiences
  • reading, analysing and discussing literary texts by First Nations Australian, wide-ranging Australian and world authors and illustrators in small groups
  • compare texts about similar events and topics
  • research projects e.g., creating literary timelines, researching different types of figures of speech to create charts or booklets, researching authors
  • writing and publishing reviews
  • literary projects e.g., preparing an anthology of favourite poems or poetry or prose extracts for performance
  • model-making based on setting or characters, preparing multi-media presentations based on literary texts; designing illustrations for favourite literary texts
  • Book Week activities and author visits.

Resources include:

  • children’s literature, both prose and poetry, including picture books and multimedia texts
  • student writing
  • box of grammar symbols
  • form and rhyme charts, metre charts, drum
  • card material
  • reading and reference material (paper-based, digital and/or web-based)
  • visual arts resources
  • multimedia authoring resources.

＋ Links to Australian Curriculum (A9)

AC9E3LA02 AC9E3LA03 AC9E3LE01 AC9E3LE02 AC9E3LE04 AC9E3LY01 AC9E3LY05 AC9E4LA03 AC9E4LE01 AC9E4LE02 AC9E4LE03 AC9E4LE04 AC9E4LY05 AC9E5LA03 AC9E5LE01 AC9E5LE02 AC9E5LE03 AC9E5LE04 AC9E5LY05 AC9E6LA03 AC9E6LE01 AC9E6LE02 AC9E6LE04 AC9E6LY04 AC9E6LY05

AC9E4LE03 AC9E4LY01 AC9E5LE03 AC9E5LY01 AC9E6LA03 AC9E6LE03 AC9E6LY01

AC9E3LA03 AC9E3LE01 AC9E3LE02 AC9E3LE03 AC9E3LY01 AC9E3LY03 AC9E3LY05 AC9E4LE01 AC9E4LE02 AC9E4LE03 AC9E4LY03 AC9E4LY05 AC9E5LA03 AC9E5LE01 AC9E5LE02 AC9E5LE03 AC9E5LY03 AC9E5LY05 AC9E6LA03 AC9E6LE01 AC9E6LE02 AC9E6LE03 AC9E6LY03 AC9E6LY05

AC9E3LE01 AC9E4LE01 AC9E4LY01 AC9E5LE01 AC9E5LY01 AC9E5LY05 AC9E6LA03 AC9E6LE01 AC9E6LY01 AC9E6LY05

AC9E3LE01 AC9E4LE01 AC9E4LY01 AC9E5LE01 AC9E5LY01 AC9E5LY05 AC9E6LA03 AC9E6LE01 AC9E6LY01 AC9E6LY05

AC9E3LA02 AC9E3LE04 AC9E4LE04 AC9E4LY05 AC9E5LE04 AC9E5LY05 AC9E6LE04 AC9E6LY05

AC9E3LE04 AC9E4LE04 AC9E5LE04 AC9E6LA08 AC9E6LE04

AC9E3LY01 AC9E3LY03 AC9E3LY05 AC9E4LA03 AC9E4LE02 AC9E4LY01 AC9E4LY03 AC9E4LY05 AC9E5LA03 AC9E5LE02 AC9E5LY01 AC9E5LY03 AC9E5LY05 AC9E6LA03 AC9E6LE02 AC9E6LY01 AC9E6LY03 AC9E6LY04 AC9E6LY05

AC9E3LA09 AC9E4LA10 AC9E5LA07

Reading and Viewing Factual Texts 3.LA.100

 Knowledge, Skills and Understanding

Typically, children will:

.01 Read and review factual texts, including:

  • recounts

  • procedure/instructing

  • factual description

  • factual recount

  • information report/organising information

  • explanations

  • invitations

  • persuasive texts

  • multimodal texts: film and multimedia

.02 Read factual descriptions, information reports and explanations in order to complete research tasks

.03 Recognise point of view in persuasive texts (review, exposition, discussion, advertisements)

.04 Evaluate evidence and quality of the argument in persuasive texts by exploring

  • audience

  • organisational structure, including table of content, glossary, chapters, headings and subheadings

  • language features

  • degrees of subjective and objective language

  • taking into account differing ideas or opinions

  • intended or assumed purposes

  • identifying bias

  • analysing authoritative voices

.05 Understand the production of media texts (news stories, feature articles, opinion pieces, letters to the editor)

.06 Explore and discuss degrees of context, objective and subjective language in media texts

.07 Develop a critical orientation to factual texts by analysing:

  • audience

  • organisational structure, including table of content, glossary, chapters, headings and subheadings

  • language features

  • degrees of subjective and objective language

  • taking into account differing ideas or opinions

  • intended or assumed purposes

  • identifying bias

  • analysing authoritative voices

.08 Explore the work and types and parts of still and moving images used in factual texts, including:

  • elements of images and their composition

  • use of size, shape and colour

  • sequence of images

  • links between words and images

  • links between character description, actions, reactions and thoughts

.09 Explore the use of figures, tables, diagrams, maps and graphs to contribute meaning to factual texts

.10 Extend and enhance research skills

＋ Materials and Activity

Activities include:

  • going out e.g., to libraries, bookshops, museums, newspaper offices, radio/television stations, advertising agencies
  • guided small group reading activities
  • visits by authors of factual texts, journalists, advertising copy writers, web and CD designers
  • compare texts about similar events and topics
  • using factual texts in research tasks
  • activities that build media literacy, including activities that build an informed and critical response to advertising
  • summarising and note-taking
  • using graphic organisers and diagrams to record and organise key points and details
  • evaluating the quality of facts, evidence and/or reasoning used by authors of a variety of factual texts

Resources include:

  • non-fiction/factual texts in a range of media e.g., books, newspapers, journals, multimedia CDs, websites, video, television
  • student writing
  • pictures, card material and booklets from all curriculum areas e.g., geometry, geography, biology, history
  • range of persuasive texts e.g., opinion pieces, letters to the editor, reviews, advertising, political speeches.

＋ Links to Australian Curriculum (A9)

AC9E3LA02 AC9E3LA03 AC9E3LY01 AC9E3LY05 AC9E4LY01 AC9E4LY05 AC9E5LA03 AC9E5LY01 AC9E5LY05 AC9E6LA03 AC9E6LY01 AC9E6LY05

AC9E3LY05 AC9E4LY05 AC9E5LY05 AC9E6LY05

AC9E3LA02 AC9E4LY01 AC9E5LY01 AC9E6LY01

AC9E3LA02 AC9E3LA03 AC9E3LY01 AC9E3LY03 AC9E4LA03 AC9E4LY01 AC9E4LY03 AC9E4LY05 AC9E5LA02 AC9E5LA03 AC9E5LY01 AC9E5LY03 AC9E5LY05 AC9E6LA02 AC9E6LA03 AC9E6LY01 AC9E6LY03 AC9E6LY05

AC9E6LA03

AC9E3LA02 AC9E4LA02 AC9E6LY01

AC9E3LA02 AC9E3LA03 AC9E3LY01 AC9E3LY03 AC9E4LA02 AC9E4LA03 AC9E4LY01 AC9E4LY03 AC9E4LY05 AC9E5LA02 AC9E5LA03 AC9E5LY01 AC9E5LY03 AC9E5LY05 AC9E6LA02 AC9E6LA03 AC9E6LY01 AC9E6LY03 AC9E6LY04 AC9E6LY05

AC9E3LA09 AC9E4LA10 AC9E5LA07

AC9E6LA07

AC9E3LY05 AC9E4LY05 AC9E5LY05 AC9E6LY05

Writing: composing literary and factual texts 3.LA.110

 Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise the purpose, organisational structure and language features of a range of literary text types:

  • prose

  • plays

  • narratives

  • poetry

  • literary description

  • literary recount

  • personal response/review

  • text, images, multimedia

  • paper-based, film, digital and web-based

.02 Recognise the purpose, organisational structure and language features of a range of factual text types:

  • procedure/instructing

  • factual description

  • factual recount

  • information report/organising information

  • explanation

  • persuasive texts

.03 Compose and present written and multimedia literary and factual texts using the writing process:

  • planning/outlining

  • drafting

  • editing

  • proofreading

  • publishing

  • rehearsing and presenting, including multimodal formats using visual features

.04 Compose texts that achieve complex purposes by combining the features of two or more text types

.05 Use knowledge of text types, grammar patterns and style in innovative and creative ways in own writing

.06 Use knowledge of poetry and poetic devices in innovative and creative ways in own poetry

.07 Adapt and adjust the writing process to a range of writing contexts

＋ Materials and Activity

Activities include:

  • guided individual and small group exercises
  • guided composition activities e.g., composing literary and factual texts scaffolded by an adult or peer using the written question game
  • identifying purpose and stages of texts
  • sequencing and sorting jumbled texts
  • summarising and note-taking exercises
  • using knowledge of grammar and grammar symbols to find grammar patterns typical of different types of texts
  • modelled, guided and independent writing projects
  • conferencing with peers and teacher
  • selecting and adapting text types, grammar patterns and writing style for creative writing and project work in all areas of the curriculum
  • using library and Internet
  • classroom and school publications, for example photobooks of student poetry accompanied by student illustrations or photographs

Resources include:

  • range of literary and factual texts to use as models for writing
  • card material
  • poetry cards
  • box of grammar symbols
  • variety of media (writing implements, paper, art materials, digital camera, materials for making books, word processing, multimedia and web authoring programs).

＋ Links to Australian Curriculum (A9)

AC9E3LA03 AC9E3LE04 AC9E3LE05 AC9E4LA03 AC9E4LE04 AC9E4LE05 AC9E5LA03 AC9E5LE04 AC9E5LE05 AC9E6LA03 AC9E6LE04 AC9E6LE05

AC9E3LA03 AC9E4LA03 AC9E5LA03 AC9E6LA03

AC9E3LE05 AC9E3LY06 AC9E3LY07 AC9E4LE05 AC9E4LY06 AC9E4LY07 AC9E5LE05 AC9E5LY06 AC9E5LY07 AC9E6LE05 AC9E6LY06 AC9E6LY07

AC9E5LE05 AC9E6LE05

AC9E3LA03 AC9E3LE05 AC9E3LY06 AC9E4LA03 AC9E4LE05 AC9E4LY06 AC9E5LA03 AC9E5LE05 AC9E5LY06 AC9E6LA03 AC9E6LE05 AC9E6LY06

AC9E3LA03 AC9E3LE04 AC9E3LY06 AC9E4LA03 AC9E4LE04 AC9E4LY06 AC9E5LA03 AC9E5LE04 AC9E5LY06 AC9E6LA03 AC9E6LE04 AC9E6LY06

AC9E3LE05 AC9E3LY06 AC9E4LE05 AC9E4LY06 AC9E5LE05 AC9E5LY06 AC9E6LE05 AC9E6LY06

 Knowledge, Skills and Understanding

Typically, children will:

.08 Compose texts using paragraphs

.09 Link paragraphs to compose organisational structures of texts (text connectives)

.10 Recognise and compose the parts of a paragraph, including:

  • topic sentence

  • body

  • concluding sentence

  • settings description

  • character description

  • providing evidence

  • sentence openers

  • text connectives

  • cohesive devises

.11 Extend paragraph-writing ability

.12 Extend ability to craft groups, phrases, clauses and sentences

.13 Extend ability to redraft and reorganise the parts of a sentence to enhance clarity and effectiveness

.14 Extend ability to select vocabulary for effect and meaning

.15 Extend use of literary language, technical and specialist terms and abstract vocabulary to correspond with progress through curriculum

＋ Materials and Activity

Activities include:

  • modelled, guided and independent writing exercises and activities
  • style analysis of a variety of texts using grammar symbols and/or sentence analysis materials
  • independent writing projects
  • conferencing with peers and teacher
  • vocabulary enrichment exercises across the curriculum.

Resources include:

  • grammar boxes and command cards
  • box of grammar symbols
  • sentence analysis materials
  • classified pictures, card material and booklets from all areas of the curriculum
  • dictionary and thesaurus
  • model literary and factual texts
  • reference material (paper-based, digital and/or web-based).

＋ Links to Australian Curriculum (A9)

AC9E3LA04 AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LA03 AC9E3LY06 AC9E4LA03 AC9E4LY06 AC9E5LA03 AC9E5LY06 AC9E6LA03 AC9E6LY06

AC9E3LA03 AC9E3LY06 AC9E4LA03 AC9E4LA04 AC9E4LY06 AC9E5LA03 AC9E5LA04 AC9E5LY06 AC9E6LA03 AC9E6LA04 AC9E6LY06

AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LA10 AC9E3LY06 AC9E4LA11 AC9E4LY06 AC9E5LA08 AC9E5LY06 AC9E6LY06

Writing: handwriting and keyboarding 3.LA.120

 Knowledge, Skills and Understanding

Typically, children will:

01. Extend and enhance cursive handwriting skill developed from six to nine years

02. Refine cursive handwriting and develop personal handwriting style, noting letter formation and directionality, slope, starting and finishing points, joins and placement

03. Expand repertoire of writing implements and writing media

04. Experiment with a variety of writing styles and experience handwriting as an art form

05. Use handwriting in everyday tasks

06. Prepare handwritten presentations of creative writing and project work

＋ Materials and Activity

Activities include:

  • small group lessons and exercises to review knowledge and skills as needed
  • individual tutorials for students needing to review and practise basic skills
  • design and illustration work in all areas of the curriculum
  • guided individual and small group activities
  • writing with a variety of implements (pencils, pens, brush, quill, chalk, crayon, charcoal), colours and media (inks, paint, colours, a variety of papers and surfaces)
  • writing exercises with historical or novel alphabets
  • using handwriting to present completed work
  • using calligraphy and illumination e.g., to present favourite poems, prepare greeting cards, decorate project work
  • grace and courtesy, going out and research activities e.g., writing messages, letters and invitations, thank you notes, note-taking

Resources include:

  • materials for design
  • variety of writing implements and writing media
  • calligraphy materials
  • variety of papers with different types of lines

＋ Links to Australian Curriculum (A9)

AC9E3LY08 AC9E4LY08

AC9E3LY08 AC9E4LY08

AC9E3LY08 AC9E4LY08

AC9E3LY08 AC9E4LY08

AC9E3LY08 AC9E4LY08

AC9E3LY08 AC9E4LY08

Typically, children will:

07. Use computer equipment comfortably and safely

08. Enhance touch typing skills and expertise

09. Extend knowledge of safe computer use:

  • seating and posture

  • distance between eyes and screen

  • limiting screen time

  • media literacy instruction (i.e. how to critically evaluate online messages and websites)

10. Advanced Boolean search functions in Google or other browsers

11. Discuss and contribute to school ICT code of conduct and responsible use of the Internet

12. Use word processing, when appropriate, to present completed work

13. Use digital technology, when appropriate, for communication, record-keeping, creative writing, video production, and project work

＋ Materials and Activity

Activities include:

  • guided presentations and individual practice
  • individual tutorials for students needing to review and practise basic skills
  • research projects
  • discussions
  • taking photos of excursions to post online for parents to view
  • recording audiobooks using voice recording / editing software such as Audacity or Voice Memo apps; audiobook files are synced with a class iPod which is used by emergent readers to listen to and follow along in texts as their peers read to them in the audiobook.
  • communicating with digital pen pals in classrooms overseas; sending letters as attachments; arranging Zoom or Hangout calls
  • using collaborative software to publish school magazine or yearbook or complete other collaborative projects
  • students maintain classroom social media platform for parental information and student communication, with emphasis on agreed conventions and appropriate use
  • using digital microscope to capture images for science projects
  • producing short video public service announcements (PSAs)
  • creating digital stories by blending still images, narrative voiceovers and background music into a 3-minute video
  • critical viewing of the Netflix video The Social Dilemma

Resources include:

  • computer station designed for student use or mobile laptops
  • age-appropriate touch typing programs (e.g., Type to Learn by Sunburst Communications)
  • computer programs for word processing, desktop publishing, creating spreadsheets, email, multimedia authoring, website design
  • digital camera
  • digital microscope
  • headphones

＋ Links to Australian Curriculum (A9)

AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LA09 AC9E3LY06 AC9E3LY07 AC9E4LA10 AC9E4LY06 AC9E4LY07 AC9E5LA07 AC9E5LY06 AC9E5LY07 AC9E6LY06 AC9E6LY07

Writing: spelling 3.LA.130

 Knowledge, Skills and Understanding

Typically, children will:

.01 Consolidate and extend spelling knowledge and skill initiated in language curriculum for children aged from six to nine

.02 Spell multisyllabic words by applying knowledge of:

  • phoneme-grapheme (sound-letter) relationships

  • blending and segmenting

  • base words, prefixes and suffixes

  • phonological and morphological rules

  • less common plurals

  • vocabulary, including technical words

.03 Consolidate and extend knowledge of puzzle words (sight words and words with irregular spellings) and high frequency words

.04 Consolidate and extend knowledge of spelling strategies, rules and patterns:

  • manipulation of phonemes

  • rhyming words

  • alliteration patterns

  • syllabification

  • blending and segmenting

  • short vowel and long vowel patterns

  • consonant blends, clusters and digraphs

  • grammatical morphemes

  • short vowel long vowel sounds and patterns

  • consonant blends, digraphs and clusters

  • vowel digraphs

  • silent letters

  • prefixes and suffixes

  • visualization

  • grammatical morphemes

  • etymology

  • spelling patterns

  • association with known words

  • confirmation through dictionary, technology or research

.05 Compare the use of spelling in messaging and emails with its use in the writing of more formal literary and factual texts

＋ Materials and Activity

Activities include:

  • individual tutorials for students needing to review and practise basic skills
  • blend, phonogram and puzzle word review and practice as needed
  • working with and researching words containing blends and phonograms
  • working with and researching puzzle words
  • word study exercises
  • maintaining a personal spelling dictionary
  • using dictionary, electronic spell-check and online dictionaries
  • discussing and researching the etymology of each technical or specialised term introduced in all areas of the curriculum
  • discussing and experimenting with unconventional spelling used in email and messaging, while contrasting it with spelling conventions used in more formal writing

Resources include:

  • spelling lists, charts, booklets and cards
  • word study charts and card sets
  • card material in all curriculum areas
  • student’s own dictionary
  • paper-based, digital and online dictionaries, thesaurus and etymological dictionary
  • reading and reference material (paper-based, digital and/or web-based)

＋ Links to Australian Curriculum (A9)

AC9E3LY09 AC9E3LY10 AC9E3LY11 AC9E4LY09 AC9E4LY10 AC9E4LY11 AC9E5LY08 AC9E5LY09 AC9E5LY10 AC9E6LY08 AC9E6LY09

AC9E3LY12 AC9E4LY11 AC9E5LY09

AC9E3LY09 AC9E3LY10 AC9E3LY11 AC9E4LY09 AC9E4LY10 AC9E4LY11 AC9E5LY08 AC9E5LY09 AC9E5LY10 AC9E6LY08 AC9E6LY09

Writing: punctuation 3.LA.140

 Knowledge, Skills and Understanding

Typically, children will:

.01 Consolidate and extend knowledge of punctuation initiated in language curriculum for children aged from six to nine

.02 Understand the purpose and use of punctuation marks:

  • capitalisation

  • full stop

  • comma

  • question mark

  • exclamation mark

  • apostrophes in contractions and possessives

  • colon and semi-colon

  • quotation marks

  • hyphen and dash

.03 Use punctuation to signal direct and indirect speech

.04 Use commas for:

  • lists

  • prepositional phrases

  • to separate clauses

  • in dialogue

.05 Use punctuation with increasing accuracy and skill in written work

.06 Proofread and edit written texts, using feedback to improve written work

.07 Research the history, development and purpose of punctuation in English

.08 Compare and discuss the use of punctuation in messaging and emails with its use in the writing of more formal literary and factual texts

＋ Materials and Activity

Activities include:

  • modelled, guided and independent individual and small group exercises and writing tasks
  • guided exercises in drafting, editing and proofreading
  • conferencing with peers and teacher
  • research projects and discussions

Resources include:

  • card material
  • capitalisation charts
  • noun classification charts (proper/common)
  • student texts
  • a range of texts displaying a variety of punctuation use
  • reference materials

＋ Links to Australian Curriculum (A9)

AC9E3LA11 AC9E3LY06 AC9E4LA12 AC9E4LY06 AC9E5LA09 AC9E5LY06 AC9E6LY06

AC9E4LA07 AC9E4LA12

AC9E5LA09 AC9E6LA09

AC9E3LY06 AC9E4LY06 AC9E5LY06 AC9E6LY06

AC9E3LE05 AC9E3LY06 AC9E4LE05 AC9E4LY06 AC9E5LE05 AC9E5LY06 AC9E6LE05 AC9E6LY06

Next

Mathematics