Back to Reading and Viewing
Due to the nature of this task, and the prominent use of discussion, both the Reading and Viewing mode and the Speaking and Listening mode are explicitly addressed throughout.
Task Summary
The teacher chose I Used to Think/ Now I Think thinking routine to assess whether there had been a shift in students' thinking throughout the term on the concept democracy as part of a Citizenship unit. Using the text Democracy and Citizenship by Carmel Rully as stimulation, this routine helped students to reflect on their thinking about the topic explored. In addition, it helped students consider how and why that thinking has changed. As demonstrated in the work sample, it was useful in consolidating new learning as students identified their new understandings, opinions, and beliefs. By explaining how and why their thinking had changed, students were empowered to develop their reasoning abilities.
This unit was connected to the voting in of school captains for the following year, which was to take place in the last week of term.
Duration: 10 minutes 43 seconds
I Used to Think/Now I Think - representing citizens transcript (docx - 53.64kb)
Level 5 English, Reading and Viewing achievement standard (extract only)
This example provides evidence of student achievement for:
... explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of... events. They analyse and explain literal and implied information from a variety of texts. They... explain their own responses to them...
For more information, please see: Victorian Curriculum F–10: English - Level 5 - Reading and Viewing
Level 5 English, Speaking and listening achievement standard (extract only)
This example provides evidence of student achievement for:
...listen and ask questions to clarify content ... use language features to show how ideas can be extended... develop and explain a point of view about a text selecting information, ideas and images from a range of resources... contribute actively to class and group discussions, taking into account other perspectives.
For more information, please see: Victorian Curriculum F–10: English - Level 5 - Speaking and Listening
Video segments with annotations against achievement standard extracts
Duration: 3 minutes 53 seconds
This segment includes students who can:
Reading and Viewing
Reflect on ideas held prior to reading, and how they have changed as a result of their reading.
Speaking and Listening
Use evidence, reasoning and justification in responses to ‘I used to think’ ideas, as well as describing what new information influenced changes to the ‘Now I think’.
Demonstrate an ability to plan and deliver responses with logically sequenced ideas, ensuring the audience is able to comprehend the points of view easily.
Respond to reveal thinking and reflection on ideas beyond the text.
Engage in the discussion appropriately, including listening to others and taking turns to speak.
Compare responses to others in the group to help to create a fluent, cohesive and linked discussion rather than a series of comments.
Duration: 4 minute 13 seconds
This segment includes students who can:
Reading and Viewing
Scan and skim text features, including tables to make meaning and interpret the text.
Show an understanding of the information presented in tables of contents, glossaries, chapters, headings and subheadings.
Analyse the text to identify literal and inferential understanding.
Make assumptions and judgments using the data in the table, and support judgements with prior knowledge and evidence.
Speaking and Listening
Participate in the discussion with appropriate social interactions and accurate and correctly sequenced responses.
Make references to the text and others’ responses to provide evidence for comments beyond assumptions and with some consideration for different perspectives and points of views.
Connect ideas to own experiences to justify responses within the discussion.
Planning the next stage of student learning
When planning the next stage of the teaching and learning program, focus on the following skills and knowledge:
- Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (VCELA339)
- Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts (VCELT342)
- Analyse strategies authors use to influence readers (VCELY345)
Teachers are reminded to attend to the Speaking and Listening learning needs of their students. For example:
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)
- Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (VCELY367)