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1. Identify a teaching resource from Scootle website from RISE Module 1.1.

2. Share your teaching resource/s and evaluate its effectiveness for achieving learning outcomes.

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1. Explore the Australian Curriculum: English Content.

2. In pairs, choose a year level group to work on: F-2, 3-4, or 5-6.

3. Select two work samples (look for Resources).

4. Discuss how the selected work samples meet the learning outcomes and content descriptions.

5. Collaborate with the same year groups to develop a common understanding of work samples and aligned learning outcomes and content descriptions.

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Scootle Resource: Clean Up Back Beach Bay

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Scootle Resource: Clean Up Back Beach Bay

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This is an effective resource for achieving outcome ACELA1430 "Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes":

This is an example of a short-form text that demonstrates how information can be presented in a format that is also highly visual.

This text demonstrates how a poster can inform and persuade; how it can have an emotional impact i.e. concern for nature, conservation etc.

It can also effectively condense large amounts of info e.g. flow chart demonstrates impact of litter on ocean.

Visuals of hands create more immediacy and speak to viewer e.g. 'YOU can help'. Similarly, the directive "come and join us" also does this.

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Clean up Back Beach Bay (teacher resources)

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This Literacy Hub webpage provides resources to support the reading of the text, Clean up Back Beach Bay.

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Scootle Resource: Developing characters with Leigh Hobbs

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Scootle Resource: Developing characters with Leigh Hobbs

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It helps readers and viewers to understand and recognise how to view/create characters with emotions as a drawing.

This is a great short video that does not make anyone bored because it is straight to the point so it is good for people who have short attention spans.

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Subjects: English

Years: F-2, 3-4

How can drawings of characters give readers clues about who they are?

What are some of the clues Leigh Hobbs gives us about Old Tom's character through his drawings of him?

Do you have a character in your head that you've been thinking about for a while?

As you draw or write about your character, remember what Leigh says about letting your character change.

Production Date: 25 Sep 2016

Copyright
Metadata © Australian Broadcasting Corporation and Education Services Australia Ltd 2012 (except where otherwise indicated). Digital content © Australian Broadcasting Corporation (except where otherwise indicated). Video © Australian Broadcasting Corporation (except where otherwise indicated). All images copyright their respective owners. Text © Australian Broadcasting Corporation and Education Services Australia is licenced under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

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Developing characters with Leigh Hobbs - ABC Education

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Subjects: English Years: F-2, 3-4 What are some of the clues Leigh Hobbs gives us about Old Tom's character through his drawings of him? Do you have a character in your head that you've been thinking about for a while? As you draw or write about your character, remember what Leigh says about letting your character change.

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ACELA1430 can be achieved through this resource provided, focusing on "Understanding that texts can take many forms, can be short <for example an exit sign> or quite long <example an information book or a film> and that stories and informative sources have different purposes.":

1. Video with animation and audio to display a story incorporating Indigenous culture <language, dreamtime stories and location>.

2. The purpose of the video is to teach students a moral >> listen to others or you may face repercussions

3. Animations draw more focus and attention to the story, make an impression on a targeted audience <F to 6>

4. Language, using less complex literacy to allow students to understand the story and the moral of the story easily.

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The Buyungurra who didn’t listen - ABC Education

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Listen as Bianca McNeair shares the story of “The Buyungurra who didn’t listen”.

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Emperor Penguins

It’s clearly an information text, kids quickly learn “this text is to inform.”

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Easy features to see, headings, captions, labels, short fact sentences.

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Teacher read-aloud so students can learn without needing strong reading yet.

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Pictures help, images make the meaning clear and keep kids interested.

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Simple structure intro, facts in groups, quick finish = easy to spot “how it’s organised.”

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High engagement penguins are fun, so attention stays on the lesson

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-This multimodal text demonstrates how a video can inform those who prefer watching over writing.

-This is an example of a multimodal text that demonstrates how information can be presented through a video.

-Short video with animation and audio to display indigenous culture

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The Buyungurra who didn’t listen - ABC Education

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Listen as Bianca McNeair shares the story of “The Buyungurra who didn’t listen”.

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why is it useful to have big bad wolfe character in stories?

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why is it useful to have big bad wolfe character in stories?

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Why is it useful to have a big bad wolf character in stories? - ABC Education

“Discuss how authors create characters and settings using language and images to engage the reader.”

•This is an example of a short form (video clip) that demonstrates how information can be presented through both visual and spoken language.

•The clip effectively uses direct speech to engage students and illustrate key points in a concise way.

•It shows how audio visual elements (tone, expression, and movement) can clarify ideas and make learning more interactive compared to written text.

•This resource supports understanding that texts can take many forms (spoken, visual, and digital) and that each form serves different purposes in communicating meaning.

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Year 7 English

This is a multimodal text that combines images and the written word around the theme "My Place". This is in reference to the 1987 autobiographical text of the same name by Aboriginal author Sally Morgan. This text was about understanding her family's history. Similarly, the sample text uses this intertextuality to investigate the student's own family history, recounting her family's migration to Australia. The student incorporates similar anecdotal information and a map of her neighbourhood.

Language | Language for interacting with others

AC9E7LA02

recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources

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WS02 - My place | V9 Australian Curriculum

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By the end of Year 7, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. With different purposes and for audiences, they discuss, express and expand ideas with evidence. They adopt text structures to organise, d,evelop and link ideas.

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This is a short story called Johnny Story.
It is a make believe story to entertain the reader. It has a clear beginning middle and end. Events are in order. Johnny hears a warning then lands on a new planet then has a problem then goes back to his ship and leaves. The purpose is clear. It is to tell a fun story for an audience.

Ideas are linked with simple time words like then and before. Sentences mostly make sense. Capital letters and full stops are used most of the time.It has a clear purpose. It tells a fun story to entertain a reader.

It follows a simple story shape. Beginning then middle then end. That makes the ideas easy to follow. Events are in order. This shows the writer can sequence actions. The topic stays steady. Words like planet bugs ship and remote keep the story on track. Pictures are not needed to understand it. The writing alone makes sense for Year 2. The language is lively. Sound words like beep and action words like ran and teleported keep interest. There are attempts at speech and announcements. This shows the writer is trying out different ways to tell a story.

Most sentences are complete. Capitals and full stops are used many times. This shows growing control.

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I think this resource is effective at achieving learning outcomes as it gives students inspiration who may struggle creatively with the hardest part of a story - getting started. This source provides students with valuable tips from a credible writer, and being in video format may help keep student's attention.

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Andy Griffiths’ tips for starting your story - ABC Education

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Get some tips from Andy Griffiths on what to think about when you start to write a story.

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Pictures provide visual clarity and add context to consolidate memory

Simple structure allows students to navigate themselves

Simplified information makes it a good entry level text for students to understand emperor penguins

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This resource uses images and text prediction for engagement. Gamify the activity for more interest and interaction.

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Reading is about making meaning. Choose from these comprehension activities to help your students explore the text deeply, make personal connections, develop new understandings, and draw conclusions. The activities will also help students analyse the text, think critically about it and form their own opinions.
Summarising
Being able to summarise the information in a text is an important skill for students to learn and practise. As a whole group, talk about summarising and explain that summarising means to 'pick out' the main ideas or the most important information when reading a text.

Model how to summarise by recording the most important points in a paragraph, section or page of text. Choose an appropriate way to record these points depending on the level of understanding of your learners. For example, you could draw and label, make a list of main points, create a semantic web or write key ideas onto sticky notes and stick them onto a chart.

Here are three other ways to focus on summarising.
1. Data chart (whole-group activity)
Draw up a large data chart like this:

Model how to fill in a data chart by talking through the process. Begin with the first row - the platypus. Revisit the information about the platypus in the text. Ask students to think about each of the headings in turn. Fill in each box in the first row, using the students' ideas. Refer back to the text to clarify or check information suggested by the students.

Continue filling in the remaining rows on the data chart.

Alternatively, print the Data chart worksheet and have small groups, pairs or individual students fill it out.

Print the Australian animals data chart worksheet.
2. Partner recall (partner activity)
Reread the text focusing on one animal at a time. After reading, ask students to discuss in pairs and decide on the two or three main points in that section. Invite students to share their thoughts with the group. Record their ideas on a chart to create a list of statements.

Repeat with the other animals in the text.
3. Most important points (MIP) (individual activity)
Have students choose one of the animals in the text. Ask them to think about the most important information they found out about this animal. Have students sit with two other students who chose the same animal and discuss what they think is the most important information about that animal.

Students could then individually write and/or draw to show this information.

Alternatively, they could fill in this printable MIP: Most important points worksheet.

Australian Curriculum links
Talking text types (whole-group activity)
Discuss the text type and its purpose with the group. What is the purpose of this text? Is it an
informational text? How do you know this?

Talk about the features and structure of the text. What features does this text have? How is it structured - what different parts does it have? Use students' ideas to create a list of text features for
this information text (e.g. facts, images, headings, statistics, technical language related to the topic).

How is this text like a book? In what ways is it different? Discuss and draw out that this text doesn't have pages like a book does. Instead the information is presented on screens, like information that can be read on a web page.

Australian Curriculum links
Guess my group (whole-group activity)
Revisit the list of Australian animals created before reading during the 'Engage' stage. Read the names on the list.

Choose three animals that can be grouped together according to certain criteria. For example, kangaroo, koala and wombat all have a pouch for their young; emu, cassowary and kookaburra are all birds; echidna, platypus and cassowary all lay eggs.

Invite students to give their view as to why the three animals are grouped together.

Australian Curriculum links
Make a mini-book (individual activity)
Have students make a book about one of the animals in the text. Using the worksheet, students write and/or draw in each box to answer the question. Students cut out the pages and staple them together.

Students can read their book to another child or class in the school.

Print the Make an animal book worksheet.

Australian Curriculum links

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What am I? Amazing Australian Animals (teacher resources)

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This Literacy Hub webpage provides resources to support the reading of the text, What am I? Amazing Australian Animals

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This resource is a video that helps people who may have trouble reading.

Helps engage people who are better visual learners.

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Numbers Count: What are factors? - ABC Education

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What are factors? Watch as the jelly babies in this clip show you!

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Why is this an effective resource for teaching

-Multimodal: Engages students through short sentences and annotated pictures relevant to what is being discussed.

-Encourages active attentiveness

-Supports easy understanding of concepts visually and audibly through reading out loud.

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A web page resource with information, teacher guides and activities on types of sentences to support the Australian Curriculum in English K–10. It has detailed activities, links to resources and quizzes.

1. sutable for all ages

2. online quizz is engaging

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1. This video demonstates risks associated with increased carbon dioxide into the atmoshpere.

2. A video can assist in engagment as students can prefer this type of learning.

3. The video presents insight of the treats of climate change.

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Our oceans are absorbing about one-third of the carbon dioxide in the atmosphere. As a result, they are becoming more acidic. Select here to view point of interest, video transcript and copyright in…

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This resource provides different templates that ask for a description of other Australian animals. Allow the children to think critically and enjoy. They provide different charts and graphs for the children to describe the animal in detail.

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Reading is about making meaning. Choose from these comprehension activities to help your students explore the text deeply, make personal connections, develop new understandings, and draw conclusions. The activities will also help students analyse the text, think critically about it and form their own opinions.
Summarising
Being able to summarise the information in a text is an important skill for students to learn and practise. As a whole group, talk about summarising and explain that summarising means to 'pick out' the main ideas or the most important information when reading a text.

Model how to summarise by recording the most important points in a paragraph, section or page of text. Choose an appropriate way to record these points depending on the level of understanding of your learners. For example, you could draw and label, make a list of main points, create a semantic web or write key ideas onto sticky notes and stick them onto a chart.

Here are three other ways to focus on summarising.
1. Data chart (whole-group activity)
Draw up a large data chart like this:

Model how to fill in a data chart by talking through the process. Begin with the first row - the platypus. Revisit the information about the platypus in the text. Ask students to think about each of the headings in turn. Fill in each box in the first row, using the students' ideas. Refer back to the text to clarify or check information suggested by the students.

Continue filling in the remaining rows on the data chart.

Alternatively, print the Data chart worksheet and have small groups, pairs or individual students fill it out.

Print the Australian animals data chart worksheet.
2. Partner recall (partner activity)
Reread the text focusing on one animal at a time. After reading, ask students to discuss in pairs and decide on the two or three main points in that section. Invite students to share their thoughts with the group. Record their ideas on a chart to create a list of statements.

Repeat with the other animals in the text.
3. Most important points (MIP) (individual activity)
Have students choose one of the animals in the text. Ask them to think about the most important information they found out about this animal. Have students sit with two other students who chose the same animal and discuss what they think is the most important information about that animal.

Students could then individually write and/or draw to show this information.

Alternatively, they could fill in this printable MIP: Most important points worksheet.

Australian Curriculum links
Talking text types (whole-group activity)
Discuss the text type and its purpose with the group. What is the purpose of this text? Is it an
informational text? How do you know this?

Talk about the features and structure of the text. What features does this text have? How is it structured - what different parts does it have? Use students' ideas to create a list of text features for
this information text (e.g. facts, images, headings, statistics, technical language related to the topic).

How is this text like a book? In what ways is it different? Discuss and draw out that this text doesn't have pages like a book does. Instead the information is presented on screens, like information that can be read on a web page.

Australian Curriculum links
Guess my group (whole-group activity)
Revisit the list of Australian animals created before reading during the 'Engage' stage. Read the names on the list.

Choose three animals that can be grouped together according to certain criteria. For example, kangaroo, koala and wombat all have a pouch for their young; emu, cassowary and kookaburra are all birds; echidna, platypus and cassowary all lay eggs.

Invite students to give their view as to why the three animals are grouped together.

Australian Curriculum links
Make a mini-book (individual activity)
Have students make a book about one of the animals in the text. Using the worksheet, students write and/or draw in each box to answer the question. Students cut out the pages and staple them together.

Students can read their book to another child or class in the school.

Print the Make an animal book worksheet.

Australian Curriculum links

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What am I? Amazing Australian Animals (teacher resources)

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This Literacy Hub webpage provides resources to support the reading of the text, What am I? Amazing Australian Animals

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i think this resource is fun, engaging and adaptable student activities for a diverse range of abilities.

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This resource uses images, texts and music activities in classroom for engagement. Making students moving and improve listening and reading skill aligning with playful environment.

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This is a short written text that combines images and written words under the images. which correlate with the language strand in the Australian curriculum. The student discover the pattern and purpose of English usage, including spelling and grammar at the beginning level of description. Students also learn to combine the images and the texts to descript their understand of the book through structuring through time-line graph.

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WS01 - The Very Hungry Caterpillar | V9 Australian Curriculum

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By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They use language features including words and phrases from learning and texts. They listen for and identify rhymes, letter patterns and sounds (phonemes) in words. They orally blend and segment phonemes in single-syllable words.

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This is a student's annotations to a poem titled "The Thought Fox". The student analyses the poem and identifies various strategies used by the author, such as alliteration, personification, and contrast. By improving their ability to identify these different techniques, students may develop the ability to incorporate them in their own writing.

This links directly to the content descriptor listed below, as this task involves examining literature to identify how the author uses these techniques to create the tone of the poem.

Literature | Examining literature

AC9E8LE05

analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect

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WS01 - Creative responses to a poem | V9 Australian Curriculum

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By the end of Year 8, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. With different purposes and for audiences, they discuss, express and elaborate on ideas with supporting evidence. They select and vary text structures to organise, develop and link ideas.

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This work sample links to the content description of creating literature as it uses adjectives to describe the setting.

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WS02 - Adventure narrative | V9 Australian Curriculum

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By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice.

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WS02 - Continuity and change in the Asia-Pacific world

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WS02 - Continuity and change in the Asia-Pacific world

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Year 8 History

This is an indirect source describing the historical significance of the periods between the ancient(Medieval, Renaissance) and modern past(European societies), more specifically through the use of a postcard detailed to Angkor Wat, Cambodia. The sample would allow students to understand the social, economic and cultural aspects and make connections related to the Asia-Pacific world at the time.

Skills | Communicating

AC9HH8S08

create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources

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WS02 - Continuity and change in the Asia-Pacific world | V9 Australian Curriculum

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By the end of Year 8, students describe the historical significance of the periods between the ancient and modern past. They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to empires or expansions, or the societies of the Asia-Pacific world during these periods. They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period. Students describe the role of significant individuals, groups and institutions connected to the societies of these periods and their influences on historical events.