Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Compare language choices, modality, emphasis, repetition and metaphor, and topics, themes or plots in a range of literary texts
<ul>
<li>exploring texts on a similar topic by authors with very different styles; for example, comparing fantasy quest novels with realistic novels on a specific theme</li>
<li>identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers</li>
</ul>
Explore their responses to characters and events in literary texts drawn from historical, cultural or social contexts by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors
<ul>
<li>discussing the influence historical, cultural and social experiences may have on the meaning of a text and attitudes towards characters, actions and events</li>
<li>sharing responses about how heroes are portrayed in science fiction or fantasy and more realistic settings</li>
<li>exploring reviews of Australian films</li>
</ul>
Explain characteristic features used to meet the purpose and audience in different types of texts
<ul>
<li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li>
<li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li>
</ul>
Recognise that the point of view in a literary text influences how readers interpret and respond to plots, characters and events
<ul>
<li>comparing texts narrated from a first-person and third-person point of view, and discussing what information the audience can access and how this influences the audience’s sympathies</li>
<li>discussing why an author might choose a particular point of view</li>
</ul>
Form and share opinions on a literary text, using metalanguage to describe relevant literary devices, text structures and language features in a range of literary texts
<ul>
<li>posing and discussing questions, such as ‘Should characters have behaved as they did?’ and ‘How did the author support or challenge your belief about the characters?’, and beginning to form views about the dilemmas characters face</li>
<li>identifying language features such as use of dialogue and rich descriptive language, and presenting an opinion about their effect on readers</li>
</ul>
Identify aspects of literary texts that represent details or information about historical, cultural and social contexts in literature by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors
<ul>
<li>identifying aspects of literature (for example, images, symbols, dialogue and character descriptions) that can convey information about a context</li>
<li>unpacking and discussing texts written by Aboriginal and Torres Strait Islander authors about the events that shaped or had an impact on their lives</li>
<li>identifying aspects of literature that represent historical context in texts by Aboriginal and Torres Strait Islander authors</li>
<li>exploring characters and concepts in ballads from different times by a wide range of Australian authors</li>
</ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text
<ul>
<li>identifying how authors use language to create imaginary worlds</li>
<li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li>
<li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li>
</ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li>
</ul>
Compare how authors and illustrators make literary texts exciting, moving and absorbing and hold readers’ interest by using plot tension, character and setting
<ul>
<li>examining an author’s choice of language to describe a character’s appearance, behaviour and speech</li>
<li>discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities</li>
<li>identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences</li>
<li>identifying how illustrations contribute to the meaning of stories by Aboriginal and Torres Strait Islander authors</li>
</ul>
Describe the effects of text structures and language features in a range of literary texts when responding to and sharing opinions
<ul>
<li>sharing and discussing their understanding of the effects of literary techniques on their appreciation of texts</li>
<li>sharing responses to texts, using appropriate language to talk specifically about grammar and literature, for example ‘The use of the noun groups to describe the character really helps to create images for the reader.’</li>
<li>using language appropriate for a text, such as ‘flashback’, ‘tension’ and ‘resolution’, when sharing opinions about plot structure</li>
</ul>
Identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors
Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Discuss literary experiences with others, sharing responses and expressing a point of view
Elaborations
sharing and discussing students' own and others' understanding of the effects of particular literary techniques on their appreciation of t...
Analyse strategies authors use to influence readersElaborationsidentify how authors use language to position the reader and give reasons (Skills: Literacy, Critical and Creative Thinking)(View this topic on www.australiancurriculum.edu.au )
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different textsElaborationsnoting how degrees of possibility are opened up through the use of modal verbs (for examp...
Analyse and evaluate similarities and differences in texts on similar topics, themes or plotsElaborationsexploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a spe...
Make connections between studentsâ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contextsElaborationsrecognising the influence our different historical, social and cu...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responsesElaborationsidentifying the narrative voice (the person or entity through whom the audience experience...
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiencesElaborationsorally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising t...
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
Elaborations
posing and discussing questions, such as 'Should this character have behaved as they did?', and be...
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contextsElaborationsdescribing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptio...
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readersâ interest by using various techniques, for example character development and plot tensionElaborationsexamining the authorâs description of a c...
Use metalanguage to describe the effects of ideas, text structures and language features of literary textsElaborationsexamining the authorâs description of a characterâs appearance, behaviour and speech and noting how the characterâs d...
Author
Emma (Teach Starter)
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I wish that these were collated into a booklet! Then all could be printed and collated at once to be used throughout the term.
Brittany Collins
·
Hi Emily! Thanks for the great idea! We will definitely see if this can be an added feature in the future. Have a great day!
Emily Sussanna
·
These are amazing! Would there be a chance to convert these into task cards, so that students can just complete these activities in their books?
Emily Sussanna
·
Thank you! These are awesome!
Emma (Teach Starter)
·
Hi Emily, thank you so much for your comment! We are so glad you are happy with our resources. We do have some Literature Study Task Cards for Upper Primary that may suit your needs. You can find them here >>> https://www.teachstarter.com/au/teaching-resource/literature-study-task-cards-upper-primary/. Please let me know if these are the type of thing you are looking for :)
Resource updates
Emma (Teach Starter)
·
Addition: Novel Study Activity Resource Pack
Worksheet added - Novel Study - Alternate Story Ending Worksheet
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I wish that these were collated into a booklet! Then all could be printed and collated at once to be used throughout the term.
Hi Emily! Thanks for the great idea! We will definitely see if this can be an added feature in the future. Have a great day!
These are amazing! Would there be a chance to convert these into task cards, so that students can just complete these activities in their books?
Thank you! These are awesome!
Hi Emily, thank you so much for your comment! We are so glad you are happy with our resources. We do have some Literature Study Task Cards for Upper Primary that may suit your needs. You can find them here >>> https://www.teachstarter.com/au/teaching-resource/literature-study-task-cards-upper-primary/. Please let me know if these are the type of thing you are looking for :)