Do we really need bees?: English
English Content Descriptions
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Key Teaching Strategies
Close reading activities - Students are guided in reading information texts about bees and pollination and identify the key features of information texts. They consider the technical level required in different texts depending on the intended audience.
PIE: Authors' Purpose - Students compare texts designed to persuade, inform and entertain about the topic of bees. They identify characteristic features of the different texts.
Glossary - Students compile a list of topic related vocabulary and use these words in speaking and writing.
Persuasive texts - Through class discussion, develop a list of reasons that bees are important in our environment. Students consider what message they would like to give and who the intended audience is. They develop supporting arguments and provide evidence for the reasons suggested by the class and incorporate this into a simple persuasive text (written or multimedia).
English Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Key Teaching Strategies
Close reading activities - Students are guided in reading information texts about bees and pollination and identify the key features of information texts. They consider the technical level required in different texts depending on the intended audience.
PIE: Authors' Purpose - Students compare texts designed to persuade, inform and entertain about the topic of bees. They identify characteristic features of the different texts.
Glossary - Students compile a list of topic related vocabulary and use these words in speaking and writing.
Persuasive texts - Through class discussion, develop a list of reasons that bees are important in our environment. Students consider what message they would like to give and who the intended audience is. They develop supporting arguments and provide evidence for the reasons suggested by the class and incorporate this into a simple persuasive text (written or multimedia).
English Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.