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
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings
<ul>
<li>making connections between the text and their own experiences or other texts</li>
<li>making connections between information in print and images</li>
<li>using prior knowledge and textual information to make inferences</li>
<li>asking and answering questions</li>
<li>using graphic organisers to visualise connections, categories and hierarchies of information</li>
<li>summarising a text or part of a text</li>
</ul>
Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences
<ul>
<li>comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings
<ul>
<li>summarising ideas and information to determine the main idea of a text</li>
<li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li>
<li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</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>
Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li>
<li>skimming and scanning to check the pertinence of particular information to their topic and task</li>
<li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</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>
Compare how texts from different times, with similar purposes and audiences, depict ideas or events
<ul>
<li>viewing documentaries and news footage from different periods and comparing the purpose and audience, for example coverage of major sporting events</li>
<li>comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology</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>
Establish the formula for the area of a rectangle and use it to solve practical problems
<ul>
<li>using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides</li>
<li>using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area</li>
<li>solving problems involving the comparison of lengths and areas using appropriate units</li>
<li>investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter</li>
</ul>
Solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units
<ul>
<li>investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’</li>
<li>using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result</li>
<li>solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space</li>
<li>creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden</li>
<li>using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter</li>
<li>exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs</li>
</ul>
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary textsElaborationsviewing documentaries and news footage from different periods, comparing the style of pres...
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textsElaborationsmaking connections between the text and studentsâ own experience or oth...
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadingsElaborationsbringing subject and...
Analyse how text structures and language features work together to meet the purpose of a textElaborationscomparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features be...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningElaborationsbringing subject and technical vocabulary and concept knowledge...
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 ...
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
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...
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
A project where students apply their measurement and fraction knowledge to determine where furniture goes in a restaurant.
Welcome to Frida’s Fiesta, the world’s greatest Mexican-style restaurant.
This teaching resource is a project designed to test students’ comprehension and measurement skills. The manager at Frida’s Fiesta has requested help making a layout for the restaurant’s opening. The manager has a list of furniture replacement requests but is flexible with other decisions. Students must read their step-by-step instructions carefully and apply their measurement and fraction knowledge to determine where everything goes.
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
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings
<ul>
<li>making connections between the text and their own experiences or other texts</li>
<li>making connections between information in print and images</li>
<li>using prior knowledge and textual information to make inferences</li>
<li>asking and answering questions</li>
<li>using graphic organisers to visualise connections, categories and hierarchies of information</li>
<li>summarising a text or part of a text</li>
</ul>
Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences
<ul>
<li>comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings
<ul>
<li>summarising ideas and information to determine the main idea of a text</li>
<li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li>
<li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</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>
Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li>
<li>skimming and scanning to check the pertinence of particular information to their topic and task</li>
<li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</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>
Compare how texts from different times, with similar purposes and audiences, depict ideas or events
<ul>
<li>viewing documentaries and news footage from different periods and comparing the purpose and audience, for example coverage of major sporting events</li>
<li>comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology</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>
Establish the formula for the area of a rectangle and use it to solve practical problems
<ul>
<li>using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides</li>
<li>using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area</li>
<li>solving problems involving the comparison of lengths and areas using appropriate units</li>
<li>investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter</li>
</ul>
Solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units
<ul>
<li>investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’</li>
<li>using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result</li>
<li>solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space</li>
<li>creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden</li>
<li>using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter</li>
<li>exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs</li>
</ul>
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary textsElaborationsviewing documentaries and news footage from different periods, comparing the style of pres...
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textsElaborationsmaking connections between the text and studentsâ own experience or oth...
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadingsElaborationsbringing subject and...
Analyse how text structures and language features work together to meet the purpose of a textElaborationscomparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features be...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningElaborationsbringing subject and technical vocabulary and concept knowledge...
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 ...
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
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...
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Establish the formula for the area of a rectangle and use it to solve practical problems
Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to
request a change to this resource, or report an error, select the corresponding tab
above.
Would you like something changed or customised on this resource? While our team
makes every effort to complete change suggestions, we can't guarantee that every
change will be completed.
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.