Literacy across the KLAs

Literacy across the KLAs - a guide

Literacy practices across KLAs
© Copyright: State of Victoria, Department of Education and Training 2004. This page may be photocopied for non-commercial use.

Literacy practices in English

Code breaking

Decoding and encoding the codes and symbols of written, spoken and visual texts, for example:

using appropriate technical terms during shared reading activities
recognising pronouns that refer to preceding nouns
using voice and body language
using camera angle and viewer position in a visual text
recognising linking words that express logical relationships
recognising symbolic use of music or sound effects.

Text participant

Comprehending and composing written, spoken and visual texts, for example:

describing distinguishing characteristics of a scene, animal, person in a broad description
interpreting causes and effects in an explanation
interpreting imaginative relationships through imagery
interpreting features that indicate personal opinions about issues
narrating real or imagined events in logical sequence attending to the main elements of storyline
comparing and contrasting to argue for or against an issue in a written discussion.

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions, for example:

constructing timelines, storymaps, semantic webs or flowcharts to represent events or the organisation of information in printed and visual texts
using narratives, e.g. to write an imaginative story with a storyline in which interrelated events can clearly solve a problem
using transactions, e.g. to negotiate goods and services through print media advertising
using procedures, e.g. to follow a series of interrelated steps according to written and visual instructions such as a cooking video or a recipe
using reports, e.g. to follow an accident report that requires close attention to sequence and detail
using expositions, e.g. to synthesise information from different sources and to express points of view.

Text analyst

Understanding how texts differentially position readers, viewers and listeners, for example:

discussing varying reactions to narrative texts in which male and female roles are reversed
differentiating the emotive effects and cultural meanings of images and symbols in commercial advertising
considering the interests, needs and backgrounds of potential readers
comparing political allegiance evident in a speech or an interview
analysing divergent interpretations of the same facts presented in different texts
discussing the various ways that people may be represented in texts.

Literacy practices in Health and Physical Education

Code breaking

Decoding and encoding the codes and symbols of written, spoken and visual texts, for example:

spelling technical terminology
recognising words that describe the additives on processed food packaging
using verbs at the beginning of commands in a set of instructions
using simple present tense in a report
recognising explicit conjunctions that express cause and effect relationships.

Text participant

Comprehending and composing written, spoken and visual texts, for example:

interpreting technical terminology
scanning a text to locate specific information for researching effects of smoking and alcohol
describing the functions of an exercise machine attending to the generic structure of a description
interpreting the process of reproduction described in a flowchart
interpreting cause-and-effect relationships in explanations of issues relating to health
giving reasons for using tactics in a game situation
sequencing instructions related to a variety of movement sequences and performances.

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions, for example:

using transactions, e.g. to negotiate relationships in a group problem-solving activity
using procedures, e.g. to follow steps involved in a jazz ballet sequence
using reports, e.g. to describe changes to the body during adolescence
using explanations, e.g. to explain how different energy systems work
using expositions, e.g. to present an argument about legalising drug use in the community
using discussions, e.g. to discuss the pros and cons of using condoms as a means of contraception.

Text analyst

Understanding how texts differentially position readers, viewers and listeners, for example:

forming opinions based on an examination and analysis of relevant information growth and development
explaining and justifying the consequences of a variety of lifestyle decisions and choices
arguing effectively from an informed viewpoint about alcohol advertising
recognising viewpoint, bias and stereotyping in explanations about the social changes that occur during adolescence
critically analysing media articles relating to diet, nutrition and weight loss.

Literacy practices in Languages Other Than English

Code breaking

Decoding and encoding the codes and symbols of written, spoken and visual texts, for example:

using tense markers when retelling a series of events
recognising the structures of questions, statements and commands
using pace, volume, pronunciation and stress appropriately in a speech
recognising the abbreviated style of writing in advertisements
recognising words that express probability and frequency
using cues arising from written symbols (grapho-phonic) when reading
correcting word constructions using understanding of word usage including visual and phonic patterns, word derivations and meanings.

Text participant

Comprehending and composing written, spoken and visual texts, for example:

identifying the main idea and supporting details in an explanation
predicting meaning by using title, illustrations and text format
scanning electronic media to locate specific information for research purposes
inferring word meanings from context
interpreting requests for information
using the format of a letter to locate information
interpreting information from a timetable
describing the features, appearance, behaviour and feelings of a character in a story
matching graphic information such as symbols or diagrams to textual information
interpreting emotive words in an argument.

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions, for example:

using narratives, e.g. to tell a story
using transactions, e.g. to interview others in order to exchange information and ideas
using procedures, e.g. to follow instructions and to instruct others to do things
using recounts, e.g. to retell a series of events from an experience
using reports and descriptions, e.g. to find information about places in a brochure
using explanations, e.g. to explain how things are done
using exposition, e.g. to argue an issue.

Text analyst

Understanding how texts differentially position readers, viewers and listeners, for example:

analysing and making comparisons between two reports about a cultural event
recognising the effect of persuasive language in advertisements
identifying bias and missing points of view in a newspaper article
comparing the cultural conventions of transactions in different languages
identifying ways in which ideas are expressed to influence the listener in a discussion
recognising the transferability of literacy skills from language to language
understanding the literacy practices of other languages.

Literacy practices in Mathematics

Code breaking

Decoding and encoding the codes and symbols of written, spoken and visual texts, for example:

recognising different types of content words belonging to the subject (e.g. cosine, rhombus); used in mathematics and in everyday English with different meaning (e.g. ray, product, term, concurrent); meaning different things in mathematics (e.g. square, simplify); having a consistent meaning in mathematics (e.g. calculate, find, work out, compute)
using symbols: numerals conveying different meanings in different spatial positions (e.g. 3 + _; 3_); the symbol ‘+’can be for equations and identities; different symbols conveying the same mathematical concept (e.g. ///, ~, for ‘similar to’)
recognising adjectives that carry a high load of conceptual and abstract meaning (e.g. rational/negative/mixed/prime/even number), and denoting quantity (e.g. greater, less, more)
using prepositions to take on different meanings, e.g. 10 is divided by 5, 10 is divided into 5, 10 is divided into 5 equal parts; the temperature increased to 5 degrees, the temperature increased by 5 degrees, the temperature increased from 5 degrees
using different ways of expressing information: symbolic (e.g. 3 + 4 = 7); formal (e.g. the sum of three and four is seven); informal (e.g. three apples and four apples makes seven apples)
recognising that the order in which information is presented is often at odds with the order in which it is processed in mathematics, e.g. take 6 from 12; the number 5 is less than what number?

Text participant

Comprehending and composing written, spoken and visual texts, for example:

interpreting questions that are often more complex than the underlying number facts, e.g. Mary is 35 years older than Tom. Fred is half the age of Mary. Judy is 17 years older than Fred. If Judy is 35, how old is Tom?
interpreting statements coding multiple concepts, e.g. the number in the difference column is added to the right-hand end of the figure
interpreting the same words that mean different things because they are used in different ways, e.g. which number is three more than 5?; five is how many more than 3?; five is three more than which number?
interpreting the meaning of syntactic patterns used in different ways, e.g. 60 is half of what number?; half of 60 is what number?
information by linking symbol, prose and diagram
interpreting sections of peripheral writing which include introductions, summaries, reminders and comments
interpreting headings, exercise numbers, boxed or shaded areas, logos in exercise books
interpreting graphic information in diagrams, tables, charts and graphs
comparing and ordering populations of different countries in terms of number
classifying different shapes according to features
stating principles as applied to theorems
hypothesising to solve estimated problems
identifying groups and sets of numbers.

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions, for example:

using procedures, e.g. to follow instructions and to instruct others on how to do operations or activities with examples
using descriptions, e.g. to define and describe shapes
using reports, e.g. to find an account of the history of number
using expositions, e.g. to explain concepts and methods
using arguments, e.g. to justify a strategy for solving a problem
using discussions, e.g. to argue for and against different ways of approaching a proof.

Text analyst

Understanding how texts differentially position readers, viewers and listeners, for example:

devising alternative ways for resolving mathematical problems
identifying ways in which mathematical data can be analysed and represented to influence people’s ideas
comparing and contrasting ways in which different cultures approach mathematical problem solving
recognising opinions and point of view in historical accounts of the development of mathematical concepts.

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Literacy across the KLAs - a guide