Language And Literacy Levels Across The Australian .
Language and Literacy Levels across the AustralianCurriculum: EALD StudentsLevels 4 – 9The Department for Education and Child Development requests attribution as: South Australian Department for Education and Child Development.
Composinglearning area textsUsing visuals inmultimodal textsBy the end of Receptionstudents: compose short learningarea texts, withsupport, to record andreport ideas andevents, incorporatingdrawing and othervisual knowledgeBy the end of Year 2students: compose and edit asmall range of learningarea texts,incorporatingillustrations and simplegraphicsLevel 5(End Year 1)Level 6(End Year 2)Constructs simple drawings,diagrams and graphs whichcarry much of the meaning,supported by briefaccompanying written text(eg basic life cycle of a frog,graph of number of familymembers; labelled drawingof local playground; simpletimeline of events in familiarstory; Venn diagrams toshow similarities anddifferencesUses photos and drawingsto express ideas, oftenrelying on them to carry alarge part of the meaning,with their brief written textsupporting or extending themeanings made in thevisualsIncludes own drawings, andsimple labelled diagrams asillustrations to express ideasand extend writteninformation in texts eg tosupport explanationsIncludes simple visuals suchas photographs and owndrawings, illustrations or asimple map using gridreference to accompanywritten textsSelects and pastes inimages of relevant objectsto support meaning in textscreated on computerBegins to consider visualfeatures appropriate to topicand for effect on audienceeg colour, placement,perspective, distance andangleRepresents a 3D model witha drawing and uses arrowsto indicate direction andpath of movement. Uses itto support oral directionsDraws number lines anddraws objects to visuallyrepresents a mathematicalproblemFrom: The AustralianCurriculum: Literacycontinuum across stages ofschoolingWritten textsBy the end of Receptionstudents: compose short learningarea texts, withsupport, to record andreport ideas andevents, incorporatingearly writing knowledgeBy the end of Year 2students: compose and edit asmall range of learningarea texts,incorporating knowntopic information andfamiliar languagestructuresLevels 4-9Language and Literacy Levels across the Australian Curriculum: EALD studentsLevel 7Level 8Level 9(Year 3)(Year 4)(Year 5)Level 4(End of Reception)With a high degree ofreliance on visual supportand modelled texts,constructs very short (3-5short sentences) elementaryexamples of a very limitedrange of basic genres, inwhich they present ideas insimple logical orderWith support, constructsfamiliar learning area genreswith some confidence. Theirtexts increase in length (4-6longer sentences: half to fullpage, depending on size ofscript) as they begin toinclude a little more detailand elaborationMostly uses accurate letterformationUses accurate letterformation and mostlyuniform sizeConsistently uses spacesbetween words and returnsweep when writingUses tables and simplegraphs to record findingsDraws a simple ‘bird’s-eyeview’ map using a gridreference and uses it tocreate written instructions ofhow to get from one point toanother eg on schoolgroundsConstructs with someconfidence examples of alimited range of genres asappropriate to Year 2Learning Area tasks (seeText knowledge:Organisational structures).In these texts they use: known topic information familiar, mostly spokenlike language structures accurate letter formationand uniform sizeWith support and modellinguses visual organisers torecord information such asusing a Venn diagram orrecording data in providedtablesCreates simple pie charts,column graphs and bargraphs to display andcompare data with a shortrelevant commentIndependently composeselementary genres having anumber of stages or a seriesof events as appropriate toYear 3 Learning Area tasks.(see Text knowledge:Organisational structures).In these texts they: begin to organise text intoparagraphs, that aremainly focused on oneidea or a set ofsimilar/related ideas.Paragraphs often reflectthe stages of the text typeeg a narrative may bebroken into threeparagraphs: one for eachof the setting/ orientation;the events/ complication;and the resolutionDECD December 2014Includes visuals such as apie graph, a labelleddrawing or diagram tosupport the meanings theymake in their written textsConsiders and makes moreappropriate choicesregarding font size and stylefor headings and theselection, framing,placement and size ofimages included in writtenand multimodal texts eg in aPowerPoint presentation orposterMay include hyperlinks in adigital textIndependently composeelementary genres having anumber of stages or a seriesof events in simple logicalorder as appropriate to Year4 Learning Area tasks (seeText knowledge:Organisational structures).In these texts they: use paragraphs withsome control on basis ofchange of topic use known and someresearched informationand supporting detailsComposes more developedgenres with the aid ofquestions or headings toframe the textIncorporates visuals such astables, diagrams, maps andgraphs into their texts andrefers to them tocomplement writtendescription/ explanationSelects more appropriatelya range of visuals and visualeffects, such as: constructs a timeline tosequence key events selects appropriatepictures to accompanywritten texts egphotographs, illustrations prepares simple digitalpresentations and notesto accompany oralpresentations, choosingappropriate colour, fontand animationsIndependently compose avariety of longer (4-7paragraphs, 200 – 300words) logically orderedtexts for different purposesand audiences asappropriate to Year 5Learning Area tasks (seeText knowledge:Organisational structures).In these texts they: demonstrate anincreasing control ofparagraphs incorporate as supportingdetails information(including researchedinformation), ideas andimages from at least 2sources2
Language and Literacy Levels across the Australian Curriculum: EALD studentsTextknowledgeOrganisationalstructures oflearning area textsBy the end of Receptionstudents: use knowledge ofsome basicdifferences betweenimaginative andinformative texts toselect and use textsand compose simplelearning area textswith teacher supportBy the end of Year 2students use: knowledge of thestructure and featuresof learning area textsto comprehend andcompose a growingrange of texts withteacher supportFrom: The AustralianCurriculum: Literacycontinuum across stages ofschoolingLevels 4-9Level 4Level 5Level 6Level 7Level 8Level 9(End ofReception)(End Year 1)(End Year 2)(Year 3)(Year 4)(Year 5)Procedure: relying onmodelled texts andwriting framework,constructs simpleprocedure of familiaractivity; organisesmethod in sequenceRecount/NarrativeRetell: with support ofphotos, pictures and/orown drawings: recountspersonal events; writessimple statements ofobservation in Science;or retells well knownstories. Includes asimple orientation andorganises eventsaccording to time.Procedure: using atemplate records goal,ingredients and/orutensils and steps usingsubheadingsProcedure: independentlycomposes simple texts withgoal, ingredients/utensils andsteps, using sub-headingsRecount: adds a briefevaluation in personalrecounts; writes simpleprocedural recounts of stepsin a process in sequence andsimple observationalrecounts over a series ofdays/weeks; begins toconstruct elementaryhistorical recounts, drawingpictures, and annotatingsimple timelines or webdiagramsProcedure: Writes/deliverssimple sets of instructions egHow to get from A to B, usingsteps and sub-headingsProcedural Recount/SimpleInvestigation: Answersquestions, completessentences andsupplies/records data intables providedProcedural Recount/SimpleInvestigation: draws heavilyon modelled texts,scaffolding questions orwriting frameworks tocompose simpleinvestigations, with an aim,prediction, equipment,method and resultsRecount: independentlycomposes personal recountswith an orientation, somedetails of events in logicalorder and some comment orelaborated evaluation ofevents; able to sequencehistorical events in a simpletimelineRecount: independentlycomposes personal recountswith more detailedelaboration of events and,with support of scaffoldingquestions, composes simplebiographical recounts withdetailed description of eventsProcedural Recount/SimpleInvestigation: based on modeltexts and/or using guidingquestions, recounts and reflectson processes used inmathematical or scientificinvestigations: begins withpredictions or aims; recountsprocesses used; recordsfindings and offers a simpleexplanation/ interpretation of theresultsDescription/Report:sorts information underheadings; drawspictures and writesseveral pieces ofinformation about anobject or a living thing;writes simple statementsof comparison in MathsExplanation:sequences visuals of afamiliar event in thenatural world eg flowergrowing; draws picturesand gives a simple oralexplanationRecount/NarrativeRetell: begins to adddetail to orientation andoccasionally adds a briefreorientation orevaluation/ resolutionDescription/Report:writes several sentencesof logically orderedinformation; matchesinformation tosubheadings, a series ofphotos or questionsprovided as : orallynames key events insequence; completesinvestigation templatewith single words, ticksor circling; recordsresults in a sentence.Narrative: begins to writeown brief texts with simplesetting, storyline andattempted ending and simplebrief narratives built aroundhistorical eventsDescription: writes simpledescriptions of historicalpeople and places;tentatively uses a simpleintroductory sentence:Report: begins to usesubheadings to constructshort text covering a fewaspects or characteristicsExplanation: constructs briefsequential explanations withlogically ordered events, tosupport visual representationof each stage (eg flowchart)Narrative: independentlycomposes short narrativeswith a clear, though simple,orientation and complication(problem to be solved),leading to a series of eventsto come to an ending, notnecessarily a resolutionDescription/Report: withguidance, uses anintroductory sentence andgroups like information intosub-topics to constructreports with some detaileddescription. Uses paragraphand sub-headings in writtentextExplanation: begins tospeak/write sentences tosequence events based onstrongly modelled textsupported by visual textDECD December 2014Narrative: independentlycomposes short narrativeswith a distinguishable storyline and some events closelyrelated to the resolution of aproblem, beginning to includeevaluation of events,including historical narrativestold from a particularperspectiveDescription: includes aseparated introduction anduses sub-topics/paragraphseffectively for change ofaspect or featureReport: with some accuracy,draws on more than onesource of information toconstruct reports withincreasingly detaileddescription and informationExplanation: with moreindependence composessimple sequentialexplanations, eg a life cyclebased on diagram; begins toBiographical and HistoricalRecount: incorporates sourcematerial, sequencing events inchronological order with detaileddescription and usingphotographs, chart, graph and/ortimelineNarrative: begins to includemore than one complication andsome evaluation/reflection onevents; begins to develop asense of setting andcharacterisationDescription andDescriptive/Comparativereport: draws on more than onesource of information forappropriately detailedinformation, organising it intoparagraphs with appropriatenominalised sub-headings egHabitatExplanation and HistoricalAccount (Historical Narrative):constructs sequentialexplanations and simple causalexplanations with diagramsand/or flow charts; has morecomplex introduction3
Language and Literacy Levels across the Australian Curriculum: EALD studentsTextknowledgeText cohesion Foregroundingo text and paragraphopeners, includingheadings, subheadingso text connectiveso sentence openersBy the end of Receptionstudents: use beginningknowledge of howlanguage is used tocomprehend andcompose written textswith supportBy the end of Year 2students: use knowledge of howtexts are madecohesive through wordrepetitions andassociations, synonymsand antonyms tocomprehend andcompose textsFrom: The AustralianCurriculum: Literacycontinuum across stages ofschoolingLevel 4Level 5Level 6Level 7Level 8Level 9(End of Reception)(End Year 1)(End Year 2)(Year 3)(Year 4)(Year 5)Based on modelled textsuses formulaic resources tobegin a text: begins a recount withcircumstance of time: Onthe weekend; OnSaturdayRelies on formulaic openersto begin a text: in a small range ofspoken exchanges,relies on memorisingsome of the initiatingphrases: Hello; Can Iplease have begins retell of narrativewith a circumstance oftime: One day; Onceupon a timeUses a limited number offeatures to structure andorganise a text: uses a small range offormulaic initiating andclosing phrases in shortspoken texts Goodmorning; Today, I’mgoing to talk about ;Any questions orcomments? with support uses simplesub-headings ininformation report: Size;Food; Habitat; and inprocedure: You need;What to do uses a narrow range oftext connectives to signalstages in text or to showlogical connectionsbetween paragraphs andsentences: Then; Now;Also; SoBegins to use a limitedrange of features thatstructure and organise atext: with modelling, or relyingon a writing framework,uses sub-headings in areport begins to organise textinto paragraphs relyingon models and writingscaffolds/frameworks begins to use/choosecircumstances of time atthe beginning ofrecounts, narratives andobservations/ responses:Once upon a time; Long,long ago; Many yearsago; This Term; In 1888 begins to uses a smallrange of text connectives:o formulaically toorganise arguments:Firstly; Secondly;Thirdlyo to organise texts andshow logicalconnections betweenparagraphs andsentences: Then; So;But; AndUses a limited range offeatures that structure andorganise a text: with modelling, or using awriting framework, usessub-headings in a report with support, organisestext in simple, logicallyordered paragraphs thatare mainly focused onone idea, sub-topic orevent and begins to writetopic sentences numbers steps in aprocedure begins to use a new lineto mark change ofspeaker in a dialogue uses circumstances oftime and/or place tobegin paragraphs inrecounts andexplanations: On the waythere; The next few days;The day after that; In theend; After a few weeks uses simple textconnectives to:o organise andsequence sections oftext in time: At first;After that; Todayo show logicalconnections betweenparagraphs andsentences: But; Nexttime; In the end; AlsoUses a small range offeatures that structure andorganise texts: uses sub-headings in areport writes in longer (moreelaborated), logicallyordered paragraphs thatare mainly focused onone idea, sub-topic orevent and have a simpletopic sentence uses circumstances oftime and/or place tobegin paragraphs inhistorical recounts andnarratives: In 1851;During December 1854;A few minutes later; Athome uses text connectives to:o organise text: Firstly;In addition; Finally; Inconclusiono show some logicalconnections betweenparagraphs andsentences: Also;First; At first; Now;InsteadNote: While it is important toteach about synonyms,antonyms, word repetitionsand associations as languagechoices that help make a textcohesive, they are notincluded in these levels asthey are reflected in, andtherefore taken into account,in a student’s range andcontrol of words, word groupsand vocabulary.Levels 4-9DECD December 20145
Language and Literacy Levels across the Australian Curriculum: EALD studentsUses repetitive beginningsof sentences in own writing,frequently personalpronounsUses a narrow range offormulaic/patternedsentence openers.Foregrounds: action (doing) verbs inprocedures andprotocols: Do not walkin the bushes; Do notblock the stream withrubbish 1 or 2 basic very shortphrases of time andplace in recounts: OnChinese New Year; Afterlunch name of person/thingthat is the topic of adescription/reportUses a narrow range ofsentence openers.Foregrounds action (doing) verbs inprocedures 2-3 circumstances oftime at key stages ofrecounts, narratives andexplanations: Today;This morning; Twoweeks ago; One verystormy night, After twomonths, After a while name or pronoun to referto person/thing that is thetopic of adescription/reportUses simple,formulaic/patternedsentence openers: tends to foregroundpersonal pronouns inproceduralrecounts/investigations:We put the leaf in thesun, rather than, ‘The leafwas put in the sun’ begins to foregroundsubordinate clauses (1 or2 examples of either‘when’ or ‘if’):o ‘When’ in narrativesand explanations:When I woke up, Iwas not in my bedanymore; When avolcano erupts, itstarts to spurt outwith bits of lavao ‘If’ in explanationsand arguments: If avolcano erupts itdrips down the rock;If you spend yourmoney sometimes,that’s OKMay occasionally usepassive voice as modelledin a learning area topic: Themail was delivered indifferent ways; GovernmentHouse was builtLevels 4-9DECD December 2014Uses simple, repetitivepatterned sentence openersmost of the time with limiteduse of alternative elements:Foregrounds action processes inprocedures: Start atgroup 1; Turn left 5times. circumstances of timeand/or placeoccasionally withinparagraphs in recounts,descriptions &explanations: OnSunday; The secondday; The next day; Onthe beach; Back home a small range ofsubordinate clauses (3or more instances and2 types: ‘when’ and ‘if):o ‘When’ in narrativesand explanations:When we got there,we ; When hearrived in NSW,there o ‘If’ in explanationsand arguments: If thesurface is smooth,the car ; If you buyexpensive thingsyou Begins to use passive inhighly scaffolded contextsto maintain topic focus,omitting the ‘doer’ since it isunknown or unnecessary:James Richardson waspunished in 1790. He wasgiven 50 lashesUses less simple and morevaried sentence openers: circumstances in arange of genres:o time and place tobegin somesentences withinparagraphs inhistorical recounts,biographies andreports: OnrdDecember 3 1854;By 1868; In hislifetime; On Marso manner inprocedures: Withyour left hand;Begins to choose startingpoints of the sentence togive prominence to themessage of the text, using: foregroundedsubordinate (dependent)clause with a small rangeof conjunctionso in recounts andnarratives to denotetime: After wecollected the data,we learnt new thingsabout chance;Before the firstwharf was built,ships were tied to theLeichhardt Treeo in arguments andexplanations with if,when and to(meaning in order to):If you were yourchild, wouldn’t youwant ; To get thelight, we tried atleast five differentways passive voice to maintaintopic focus: 30 minerswere killed; JohnGreenwood Barnes wasspeared by an Aborigine6
Language and Literacy Levels across the Australian Curriculum: EALD studentsTextknowledgeText cohesion(cont) Reference (pronounsand substitution)By the end of Receptionstudents: use beginningknowledge of howlanguage is used tocomprehend andcompose written textswith supportBy the end of Year 2students: use knowledge of howtexts are madecohesive through wordrepetitions andassociations, synonymsand antonyms tocomprehend andcompose textsLevel 4Level 5Level 6Level 7Level 8Level 9(End of Reception)(End Year 1)(End Year 2)(Year 3)(Year 4)(Year 5)Uses a small range ofreference items accuratelysome of the time possessive pronouns:my; their; your; his; her;our third person pronouns: it;they; he; she; him; her demonstrative pronouns:this (pointing to object)Uses a limited range oflanguage resources to helpmake a text cohesive: uses a greater range ofpronouns: I; me; my; we;they; them; you; he; his;him; it accurately most ofthe time to refer to peopleand objects: People giveus red envelopes. Theyhave coins in themUses a narrow range oflanguage resources thathelp make a text cohesive: mostly accurate use ofprono
informative texts to select and use texts and compose simple learning area texts with teacher support By the end of Year 2 students use: knowledge of the structure and features of learning area texts to comprehend and compose a growing range of texts with teacher support From: The Australian Curriculum: Literacy continuum across stages of
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
Part VII. LIteracy 509 Chapter 16. A Primer on Literacy Assessment 511 Language Disorders and Literacy Problems 512 Emergent Literacy 514 Emergent Literacy Skill Acquisition 516 Assessment of Emergent Literacy Skills 520 Assessment of Reading and Writing 528 Integrated Language and Literacy Skill Assessment 536 Chapter Summary 537
Literacy development lies at the heart of the Grade 1–8 language curriculum. Literacy learning is a communal project and the teaching of literacy skills is embedded across the curriculum; however, it is the language curriculum that is dedicated to instruction in the areas of knowledge and skills – listening and speaking, reading, writing, and viewing and representing – on which literacy .
Necessary Building Blocks for Literacy: “The What . In grades 4-12 students receive two to four hours of literacy instruction across language arts and in content area classes. 3. Time for intervention is built into the school schedule for each day. 4. Instructional time for literacy has been leveraged by scheduling disciplinary literacy in all
EARLY LITERACY IN NSW PUBL IC LIBRARIES: LITERATURE REVIEW 2 4. Analyse the connection between oral language interactions and early literacy, in relation to key milestones in children's language development from birth to five years of age 5. Explore the impact of social and environmental factors on early language and literacy learning 6.
health literacy is complex and fluid. Research in this area has focused largely on 'functional health literacy', which reflects basic reading and writing skills [25, 26]. Two other dimensions of health literacy have received in-creasing attention in recent decades: interactive and crit-ical health literacy. Interactive health literacy refers to
Keywords: Health literacy, Digital literacy, eHealth literacy, Self-rated health, Nursing students, HLQ, eHLQ, eHLA . self-reported capability to navigate and act in the health-care sector. In 2013, the World Health Organization (WHO) re-ported a positive correlation between self-rated health (SRH) and HL [25]. SRH is a reliable indicator of .
Learning Pathways in Literacy P a g e 2 Early Literacy Pathways 2 Learning Pathways in Literacy A comprehensive document on Early Literacy Development: From Foundational Communication to Advanced Thinking, Reading and Writing Why we created this document The Early Literacy Pathway was created to support educators, caregivers and
