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3.25 – 3.5 VELS
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connections between evidence stated and inferred in texts and their own knowledge and experience to clarify understanding of texts
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predictions and inferences about possible consequences of actions and events during reading
1 – Infers meanings in a text. Goal -Makes inferences about characters’ actions. 1a) I can make inferences about why characters have acted in a certain way and support this with evidence from the text (quotes & paraphrasing of events) 1b) I can show cause and effect between characters’ actions and the consequences that follow. Goal - Makes inferences about characters’ motives 1c) I can predict what might happen if the character had done another/different action than what actually happened in the text. I can explain why the character didn’t do this. 1d) I can explain the reason/s a character has done something in a text and back this up with evidence and quotes from the text. 1e) I can predict events and the consequences of this event before I read further in the story. VELS • analyse the use of imagery for specific events and characters, plot and setting.
1f) I can create an image of the setting from the words, phrases and sentences in the text. I can provide evidence for my choices in the form of quotes from the text. 1g) I can identify examples of author craft used to create imagery in the text. E.g. metaphors, similes, colloquial language, strong descriptive verbs, adjectives, adverbs and phrases, repetition, alliteration and onomatopoeia. Goal-Make inferences about characters’ qualities 1h) I can describe a character, physical appearance and personality, using clues from the text and provide quotes to back up my choices. 1i) I can identify the attitudes and beliefs of various characters.
O.D.T.
ODT
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1j) I can analyse imagery for a chosen character, plot or setting. VELS •
recognition that texts reflect sociocultural values, attitudes and beliefs
1k) I can describe what the culture and society (beliefs, customs, language, traditions, relationships, religion, technology etc) being created in the story is like. I have backed this up with retells (paraphrasing events and actions) and quotes from the text. 1l)I can identify the attitudes and beliefs of various characters and back this up with evidence and quotes. 1m) I can predict the time/age the story is set in and back this up with paraphrasing and quotes from the text. Eg. Medieval times – knights, jousting, castles. Etc. 1n) I can explain how an event in the text is connected to something that happened in real life, to me or to someone I know or have heard of.
2 -Interpreting the text. VELS •
predictions and inferences about possible consequences of actions and events during reading Goal - interpret the main idea of a text. ODT 2a) I can describe ideas and events from the text in my own words. 2b) I can select the key ideas in paragraphs. 2c) I can create and write questions next to parts of the text that the answer is in. (Photocopy the text and write the question/s next to the relevant section). Use this as evidence of goal achievement. 2d) I can show evidence of literal, inferential and evaluative comprehension. Literal comprehension occurs when the reader understands information that is explicitly stated within the text. Inferential comprehension questions ask readers to infer about events that occur earlier than the context of the text, the cause and effect of events within the text, possible changes to circumstances (what would happen if?), the targeted audience of a text, information about characters and main ideas underlying a text.
Evaluative comprehension occurs when readers judge the content of a text by comparing it with i) External criteria – where it agrees
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with what is generally known or expected. ii) Personal criteria – how it fits with what individual readers know and what they value. 2e) I can use various paragraph comprehending strategies together. a) Summarise the paragraph. b) Summarise a sequence of paragraphs – what is each paragraph about and summarise it? c) Use topic sentences or subheadings to summarise a group of paragraphs and organise into order for information texts. d) Use a summary to predict events and infer possible consequences to come. 2f) I can analyse the text and support my interpretations with evidence from the text. 2g) I can compare two texts on the same topic using a set criteria. (see attachment) 2h) I can relate what I know about a topic to the text I am reading. I can demonstrate literal, inferential and evaluative comprehension by sorting events into these categories. ODT
3. Draw on knowledge of text organisation to interpret a text. VELS •
understanding of how authors construct print and electronic texts for different intended audiences and purposes; for example, a letter to a friend or report for the school newsletter Goal –Draw on Knowledge of text organisation to interpret a text. 3a) I can identify the intended purpose of texts and the audience intended by the writer. 3b) I can locate some of the structures of narratives, reports an arguments. ODT
4. Work out the meaning of phrases and words in context. VELS •
connections between evidence stated and inferred in texts and their own knowledge and experience to clarify understanding of texts Goal –Work out meaning of the text using the contextual clues. 4a) I can work out the meanings of words I don’t know by using the clues in the text around it. 4b) I can work out the meanings of phrases I don’t understand by using the clues in the context around it. 4c) I can identify how language is used to represent events in different ways. Compare the same event written in different ways. E.g. news reports on the same topic. Letters to the editor on the same topic.
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3.5 – 4.0 VELS • •
3.5 - use of evidence drawn from the text to support interpretations 3.75 – interpretations of and responses to a wide range of print and multimodal texts.
1.Infer meanings in a text.
ODT ODT
Goal -Make inferences about character’s actions. 1a) I can analyse why a character has done something and support this with evidence from the text with quotes. 1b) I can predict what will happen in the story after the character has done an action. Goal - Supports interpretations with evidence from the text. 1c) I can predict what is going to happen next in the text and provide evidence to back this up. 1d) I can summarise paragraphs and then predict what will be in the next paragraph. 1e) I can choose an event in the text and predict the possible effect and support this with evidence from the text.
ODT
ODT
2. Interpret main idea/purpose of a text. VELS • • •
3.5 - Identification of the intended purposes of a wide range of literary and everyday texts. 3.75 – analysis and discussion of a range of perspectives in different texts on the same topic. 3.75 – identification of the ways in which texts present a range of values and attitudes. ODT Goal – make links between directly stated ideas in texts. 2a) I can use review strategies to summarise texts. 2b) I can identify the purposes of the texts and how they present attitudes and beliefs of individuals. 2c) I can give paragraphs a topic heading to sum up the main ideas. 2d) I can create questions and match them to the part of the text that contains the answer. ODT Goal – locate directly stated ideas in a text. 2e) I can identify and interpret the parts that create imagery in a text and back it up with evidence and quotes from the text. 2f) I can identify and interpret the dialogue in a text it up with evidence and quotes. 2g) I can give a character’s or the author’s point of view and back it up with evidence and quotes from the text. 2h) I can create a plan that the author may have used to create the text.
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2i) I can identify and interpret the setting and back it up with evidence and quotes from the text. 2J) I can analyse the point of view of the main characters’ with regard to the represented culture. ODT
3.Infer messages in a text. VELS 3.5 - Students identify how texts present particular cultural or historical values and attitudes. Goal – Infer meanings in a text. 3a) I can identify the cultural aspects in the text and present these on a table. 3b) I can identify historical aspects of the text and represent them in a table. 3c) I can state what themes are in a text and provide evidence and quotes to support these. 3D) I can analyse the use of imagery and how it adds to the building of the culture that is represented in the text. 3E) I can analyse how the character and language is representative of the culture. 3F) I can analyse how the plot and setting show the culture the story is set in. ODT
4.Identifies how language is used in different ways ODT VELS • •
Goal – identifies the main purpose of the text.
3.5 - Identification of the intended purposes of a wide range of literary and everyday texts. 3.5 – Understanding of features of different kinds of texts; for example, characterisation and plot in narratives, or headings and visual information in informative texts. • 3.75 – understands and can discuss the textual features of different texts; for example, sequence of ideas in a persuasive text. 4a) I can identify a nonfiction text and predict how it will be set out and the language features by the manner in which it is presented and type of text it is. E.g. a newspaper report on a topic and an email or you tube clip on the topic. 4b) I can compare two articles on the same topic using a set of criteria. ODT Goal – Draws on knowledge of text organisation to interpret a text. 4c) draws on knowledge of structure and language features of a text to predict what it will contain and its purpose. 4D) I can decide possible questions that each type of text might answer, for example, what a sporting explanation might tell as opposed to a sporting description. 4E) I can compare and contrast the different structures of narratives, reports and arguments. ODT
5. Uses contextual cues to interpret a text VELS • •
3.5 - Use of strategies for interpreting texts with unfamiliar ideas and vocabulary; for example, reading on and reading back, summarising or paraphrasing. 3.75 – use of a variety of comprehension strategies; for example, reviewing, summarising,
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Date asking questions or predicting. Goal – work out the meaning of phrases in context.
ODT
5a) I can work out the meanings of words by linking ideas across sentences. 5b) I can work out the meaning of words I don’t know by using the words around it and the context to help me. 5c) I can work out the meaning of phrases and words I don’t know by putting it into my own words and checking if it fits the context. 5D) I can work out the meaning of words by linking across sentences and reading on to check if I was correct.
6. Make links between directly stated ideas in a text. Goal – Locate directly stated information in a text. 6a) I can interpret the main idea of a text and write one sentence to explain what each paragraph covers. 6b) I can choose significant events and then list the events or effects that occur in the text as a result. 6c) I can identify the important events in the text. http://www.readwritethink.org/files/resources/interactives/comic/index.html ODT
7.Locate directly stated information in a text or an illustration. Goal – locate, select and record key information from texts. 7a) I can write questions and match them to the section of the text that contains the answer. 7b) I can answer questions about the text. 7c) I can answer questions about illustrations.
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4.0 – 4.5 VELS • students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes and audiences, and identify how sociocultural values, attitudes and beliefs are presented in texts
1. Infer meanings in a text Goal – make inferences about characters’ actions. 1a) I can answer questions that infer cause and effect across paragraphs. 1b) I can infer the character’s motives and characteristics. 1c) I can read between the lines and infer what and why certain things have happened in the story, especially changes that happen. 1d) I can infer ‘What if....” if something else had happened in the text than what actually did happen. 1e) I can identify why characters’ are described in a particular way and then suggest an alternative way to describe them. 1f) I can identify ideas and events across several paragraphs, and suggests why ideas, characters and events are described in certain ways and suggest what might be some alternative ways of describing them. 1g) I can identify socio-cultural themes in a text and support this with quotes.
socio-cultural bias Sociocultural bias refers to the perspectives or prejudices that influence a person’s thinking, comprehension and decision making and are learnt from the social and cultural groups to which the person belongs. socio-cultural values refer to the attitudes and dispositions that influence a person’s thinking, comprehension and perception that are learnt from the social and cultural groups to which the person belongs. socio-cultural context Every cultural and social situation is underpinned by particular ‘norms’ or values. These are the accepted ways of interpreting information, thinking and behaving. A sociocultural context is a situation that is defined by these norms. sociocultural values Sociocultural values refer to the attitudes and dispositions that influence a person’s thinking, comprehension and perception that are learnt from the social and cultural groups to which the person belongs.
Goal – make inferences about characters’ motives 1h) I can explain what a character’s motives are for acting in a certain way. Goal – infer messages in a text 1i) I can infer the main idea of a paragraph. For example, I read the topic sentence in a non-fiction text and infer what the following paragraph will be about before I read it. 1j) I can paraphrase the topic sentence to show I understand its meaning and support this with evidence from the following paragraph. 1k) I can use visualising and paraphrase to understand the meanings of statements in the text. 1l) I can write summary sentences for a sequence of narrative sentences or a paragraph. Goal – analyse characterisation in a text. 1m) I can analyse how the author has developed the character/s in the narrative. 1n) I can identify how language is used in different ways by different writers to represent characters. Goal – supports interpretations with evidence from the text. 1o) I can analyse and identify the imagery in the narrative.
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1p) I can analyse the plot in the narrative. 1q) I can analyse the dialogue and how it is used to show relationships and personality in the narrative. 1r) I can analyse the setting in the story and describe the methods used by the author to build this. E.g. Metaphor, simile, descriptive adjectives, etc.
2. Interpret main idea/purpose of a text. Vels 4.25 use of knowledge of text organisation to interpret texts containing unfamiliar ideas and information 4.25 identification and explanations of different interpretations of texts 4.25 explanations of how authors of print and multimodal texts use a variety of techniques to engage audiences Goal – interpret the main idea of a text. 2a) I can compare two pieces of writing on the same topic to show how authors use language in different ways to represent their main idea. E.g. compare two reports on the same topic to identify intended audience and purpose. 2b) I can interpret the main idea of a text and suggest the author’s purpose for writing it. 2c) I can analyse how well an author’s text has achieved its intended purpose. E.g. analyse how well an information report informs on the topic or how well does a persuasive text persuade. 2d) Identify what a variety of text types are written for and what features/structures support this interpretation. 2e) I can describe and explain how the author has used language techniques to engage the reader. E.g. humour or suspense.
3. Make links in a directly stated ideas in a text. Goal -Make links between directly stated ideas in a text. Goal – Locate directly stated ideas in a text. 3a) I can retell the key ideas across a text. 3b) I can write questions that specific parts of the text answer. 3c) I can take notes using summary sentences and sequence them in the intended way the author meant to retain meaning. E.g. heavy rain in areas with little plant life. The ground water carries rock and sand. Etc. 3d) I can select the most important summary sentence of a paragraph as I read.
4. Use contextual cues to interpret a text. Goal -Work out the meaning of phrases and words in context. 4a) I can work out the meaning of a word specific to the subject I am reading about using the following procedure. • • • •
Recording when it is first mentioned? What other ideas are mentioned with it that you do know? Are you able to use what you know to work it out? E.g. submarine, sub = under, marine = sea. Use a dictionary to then check or modify your meaning according to the way it is used in the text.
4b) I use visualising and paraphrasing to understand phrases and terms used in sentences.
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4.5– 5.0 4.5 • • • • • •
VELS - responses to a range of personal, imaginative, informative and persuasive texts discussion and exploration of ideas and issues presented in a wide range of texts identification of key ideas by skimming, scanning and use of topic sentences explanations about how a text can be interpreted from a variety of perspectives recognition that texts are produced for multiple audiences, purposes and contexts use of evidence from a text to support their own interpretations 4.75
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development of extended personal responses to a range of texts in oral and dramatic presentations, print and multimodal forms discussion of different views and values presented in texts use of a range of strategies for interpreting texts, including formulation of questions, comparison of different texts, and identification of cause-and-effect connections comparison of how information and ideas are presented in a variety of ways in different texts
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critical evaluation of information presented in print and multimodal texts
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1.Infer meanings in a text. Goal – Infer meanings in a text 1a) I can infer the meanings of a sentence and paragraph by writing the questions it answers and supporting this with evidence. I can then use these to show the meaning across paragraphs. 1b) I can read between the lines and identify key features of concepts and predict possible events. 1c) I can infer cause and effect across paragraphs and what changes are occurring in the text as a result. 1d) I can offer possible changes to the text answer questions about what would happen because of this changed. Ie) I can infer some of the techniques used to foster a particular interpretation, e.g. this happened in the story because the author set it up by ................ prior to the event. 1f) I can analyse the imagery and characterisation in the text. 1g) I can write a character profile for one of the characters in the text. 1h) I can write an interpretive piece, for example, Is Harry Potter brave? Little Red Riding Hood was responsible for what happened to her grandmother! Roald Dahl uses humour to engage readers! 1j) I can infer why a text written on the gold rush in Australia by a goldminer will be different than one written by a trooper and provide evidence by researching this. 1h) I can infer how language is used in different texts to present different impressions of the same event. Provide evidence to support this. 1j) I can analyse how a text interpretation would be influence by a reader’s age, occupation, social status and by the words and language used in it.
2.
Interpret the main purpose of the text.
Goal – interpret the main idea of a text Goal – support interpretations with evidence from the text. 2a) I can use strategies to infer and evaluate the main idea of a paragraph. 2b) I can create questions and then match them to the parts of the sentence
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that answers the question. 2c) I can record the key ideas in a text in a concept of semantic network as I read. (semantic network = grouping ideas that are related in meaning together in a table or mind map etc.)
2d) I can retell the main ideas in a text. 2e) I can rewrite the main ideas in a text that has a procedure in the actions in the incorrect order so they are in the correct order of events. E.g. narratives that backfill, or start with the ending. 2f) I can idea the key concepts over a number of paragraphs and support my interpretations with evidence from the text. 2g) I can use the structure and features and structure of a text to help me interpret what the text will contain. 2h) I can identify the main and supporting ideas in a text then use these to write a summary of the text checking their paraphrasing matches the meaning of the original text. 2i) I can review and consolidate what I have read by; writing down the key ideas, answering questions about it, recording key information and support my interpretations with evidence from the text. 2j) I can suggest the author’s purpose for writing the text and back this up with evidence. 2k) I can infer the author’s attitudes or view from the text using how it is written and how well the text achieved its purpose. E.g. How suitable was the text for the audience? What did the author assume about the reader? Etc. 2l) I can analyse how a writer creates imagery and characterisation.
3.
Use contextual clues to interpret a text.
Goal – work out the meaning of phrases in context. 3a) I can reread when I don’t understand, then paraphrase and visualise so as to suggest possible synonyms or phrases to suggest what it means. I use a dictionary and thesaurus to check I am correct.