Bound for Success Scope and Sequence Statements

ENGLISHReading, Viewing and Interpreting Imaginative TextsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:spoken and written words• terminology such as‘letter’, ‘word’, ‘sentence’• the difference between astatement and a question• the names and commonlyassociated sounds of allthe letters of the alphabet• individual sounds inwords• how to take words apartby identifying chunks ofsound (syllables)• word boundaries (e.g.yes/ter/day is one wordwith three syllables)• words and letters incontext• that final elements in aword affect rhyme andrhythm, as in Mr McGeeand the Biting Flea byPamela Allen• that a range of resourcesare used in texts torepresent people, places,events and things inparticular ways, includingvisual resources (facialexpressions, appearanceand images), and auditoryresources (music, soundeffects and volume)• strategies such as re-readto clarify meaning, readon to confirm text, visualand contextual cues toconfirm meaning, selfcorrection,knowledge ofsentence structure andpunctuation, sound out forword identification,develop a bank of sightwords.command• strategies to makemeaning and interpretnew and familiar wordssuch as letter/soundrelationships and commonvisual letter patterns(consonants, vowels,graphs and digraphs,syllables and wordboundaries)• that a range of resourcesare used in texts torepresent people, places,events and things inparticular ways, includingvisual resources (facialexpressions, font choices,appearance and images),and auditory resources(music, sound effects andvolume)• strategies such as re-readto clarify meaning, readon to confirm text, visualand contextual cues toconfirm meaning, selfcorrection,knowledge ofsentence structure andpunctuation, sound out forword identification,develop a bank of sightwordsexclamation• strategies to makemeaning and interpretnew and familiar wordssuch as commonletter/sound relationships(long vowels, consonantdigraphs, consonantblends, common visualletter patterns, base wordsand simple tense andplural endings)• the function of a range ofresources used in texts torepresent people, places,events and things inparticular ways, includingvisual resources (facialexpressions, font choices,appearance and images),and auditory resources(music, sound effects,voice tone and volume)• strategies such as re-readto clarify meaning, readon to confirm text, visualand contextual cues toconfirm meaning, selfcorrection,knowledge ofsentence structure andpunctuation, sound out forword identification,develop a bank of sightwordso how stanzas, rhyme andrhythm are used inrhymed verses• that a range of resourcesare used in texts todevelop meaning andinterest, including visualresources (font, colour,size, clothing andappearance), non-verbalresources (facialexpressions), spokenresources (volume) andauditory resources (musicand sound effects)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticso that a clause can representwhat is happening (verbs),who and what is takingpart (nouns) and thecircumstancessurrounding the action(prepositional phrases andadverbs)o that figurative languageincluding simple similesexpress images of settingsand characters (e.g. Thestrawberry was as red asa ruby. …the kelp feelslike velvet swirlingagainst my skin.)o that music, sound effectsand hyperlinks can beused to link ideaso that a range of resourcesare used in texts todevelop subject matterand focus a viewer’sattention, including visualresources (shot types,colour, graphic layout,and links), non-verbalresources (facialexpressions), spokenresources (volume andtone) and auditoryresources (music andsound effects)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticsexpress the emotionalintent of the text, as inhug and dislike) andadjectives that representpeople, places, events andthings in ways that appealto certain groupso cohesive devices (e.g.then, so, but and however)indicate relationshipsbetween ideas, within andbetween sentenceso that the independentclause makes sense on itsown and the dependentclause begins with aconjunction and does notmake sense on its owno figurative languageincluding similes (e.g. Akite soars like an eagle.)and metaphors (e.g. Thekite is a soaring eagle.)can be used to developimagery and humour, asin Help I’m Falling Apartby Ted Arnold• that a range of resourcesare used to add meaning,interest, immediacy andauthority to multimodaltexts, including visualresources (camera anglesand shot types), nonverbalresources (facialexpressions, gestures andmovements), spokenresources (voice quality)and audio resources(sound effects and music)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticso figurative languageincluding similes,metaphors andpersonification can beused to develop imageryand humouro some poems that illustratevarious techniques suchas personification (e.g.The Frowning Cliff byHerbert Asquith)o verbs and adjectivesexpress opinions aboutcharacters, places, eventsand thingso cohesive devices (e.g.then, finally, meanwhile,so, though, but andhowever) signalrelationships betweenideas, within and betweensentences• that a range of resourcesare used to add meaning,interest, immediacy andauthority to multimediatexts, including visualresources (camera anglesand shot types), nonverbalresources (facialexpressions, gestures andmovements), spokenresources (voice quality)and audio resources(sound effects and music)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticsalliterationo some poems of variousforms including ColonialVerse and Song (e.g. MyCountry by DorothyMackellar; WaltzingMatilda by A.B. (Banjo)Paterson and FreyaBlackwood (picture bookand CD);o how verbs, adverbs andadjectives expressopinions about characters,places, events and things• that a range of resourcesare combined to constructinteractions and establishrelationships withaudiences, includingvisual resources (sizes offrames, cameramovement, cameraangles, saturation ofcolour and colourcontrasts), and nonverbaland spoken language• that sound fades,dissolves, cuts andhyperlinks establishcohesion in texts• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticso some poems of particularforms, includingnarratives (e.g. TheHighwayman by AlfredNoyes)o how adjectives andadverbs express attitudesor evoke emotionso how word choices andsymbols may havedifferent connotations• how visual, nonverbal andauditory resources arecombined to positionreaders and viewers• how sound fades,dissolves, cuts andhyperlinks establishcohesion in texts• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticsCarroll)o some techniques used toconstruct plot and createemotional responses,including comparison,contrast, exaggeration,juxtaposition, changing ofchronological order,expansion or compressionof timeo how writers enhancemeanings by their choiceand patterning ofresources, using figurativelanguage, rhetoricaldevices and symbolismo how the overall patterningof mood, modality,evaluative words andevaluative visualresources positionsaudienceso a range of ways editorsconnect successive shotsto establish the pace, toneand emotional impact of afilmBound for Success Scope and Sequence Statements V2 Page 5 Working Document Semester One 2007