thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
- Engage personally with texts
- recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning
- interpret events, situations and characters in texts
- explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience
- think critically about aspects of texts such as ideas and events
- think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text
- Develop and apply contextual knowledge
- identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style (ACELT1616)
- compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest
- explore and discuss simple appropriation of texts
- Understand and apply knowledge of language forms and features
- understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
- identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
- create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1612, ACELT1618)
- adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events
- analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
- experiment with others' imaginative texts by changing aspects such as place, characters, rhythm, mood, sound effects and dialogue
- interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts
ESL scales links to the English syllabus
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 6/7, Reading and Responding level 6/7 and Oral Interaction level 7/8.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing and Reading and Responding strands from Beginning level 1 to level 6/7 and Oral Interaction strand from level 1 to level 7/8. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Communication ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1, 6.1, 7.1; Reading and Responding: B1.1, B2.1, B3.1, 1.5, 2.5, 3.5, 4.5, 5.5, 6.5; Writing: B1.5, B2.5, B3.5, 1.9, 2.9, 3.9, 4.9, 5.9, 6.9.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN3-7C the sub-elements (and levels) of Listening (LiS7), Understanding texts (UnT9–Unt10) and Creating texts (CrT9–CrT10) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.