Curriculum+Information+and+Resources

Curriculum Information and Resources: > **//No books are to be borrowed from the back reading shelf this term.// ** > **//You will need to complete the 'My Author Study Reading Contract' attached.// ** > **30 minutes of work with your current workshop novel and book report ** > **30 minutes of work on your current reading goals. An independent text may be used for this **.
 * **Three reading workshops per week **
 * **One independent session for each week **
 * **You must select an author to study and explore. Texts must be borrowed from the school library, brought from home or borrowed from a community library ****//.// **
 * **You are required to read three texts by their chosen author throughout the term. The author and texts must be approved by your home group teacher and your parents. **
 * **Your first text can be a reread, but the next two texts must be new texts by your chosen author. **
 * **INDEPENDENT SESSIONS - During independent sessions, you must complete; **

VELs //(Victorian Essential Learnings Standards)//

As students work towards the achievement of Level 4 standards in English, they consolidate and build on their foundational learning in English related to texts and language. Students compose, comprehend and respond to an expanding range of [|texts] in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues. With guidance, they reflect on reading, viewing, writing, speaking and listening in ways that develop considered and critical approaches to a range of texts. These include extended [|literary texts] such as novels, short stories, poetry and non-fiction; [|everyday texts]; and [|media texts] including newspapers, film and websites. Students explore the relationship between the purpose and audience of texts and their structures and features, for example: sentence and paragraph structure, grammar, figurative language and organising structures in print texts; features of visual texts; and sound effects, characterisation and camera angles used in film. They develop their knowledge of how texts are constructed for particular purposes, and examine and challenge generalisations and simplistic portrayals of people and social and cultural issues. They learn how to draw evidence from texts to support their points of view. They experiment with several strategies when interpreting texts containing some unfamiliar ideas and information, for example, reading on, using diagrams, and differentiating between statements of fact or opinion.
 * Learning Focus - //Reading//**

At Level 4, 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 identify how sociocultural values, attitudes and beliefs are presented in texts. They analyse imagery, characterisation, dialogue, point of view, plot and setting. They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information
 * Standards - //Reading//**