Stage 3

Shared Reading Program

Term One

OUTCOMES

EN3-3A uses an integrated range of skills, strategies and knowledge to read, view

EN3-7C thinks imaginatively, creatively, interpretively and critically about

and comprehend a wide range of texts in different media and technologies

information and ideas and identifies connections between texts when responding to and
composing texts

EN3-8D identifies and considers how different viewpoints of their world, including

aspects of culture, are represented in texts

CONTENT

Reading and viewing

Students:

F 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 subheadings
(ACELY1712)

F navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting
and confirming, monitoring meaning, skimming and scanning (ACELY1702)

F use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of
textual sources including media and digital texts (ACELY1703, ACELY1713)

F recognise how aspects of personal perspective influence responses to text

F summarise a text and evaluate the intended message or theme
F analyse and evaluate the way that inference is used in a text to build understanding in imaginative, informative
and persuasive texts

F discuss aspects of literature that influence personal choice in reading

Stage 3

Shared Reading Program

Term One

Rational:
The reading content and learning materials included in this stage 3 reading program
have been selected on the basis of their suitability to integrate and compliment this
terms theme GOLD.

This program aims to develop student understanding of texts as well as strengthen

their reading ability. Students will be provided modelled, guided and independent

learning opportunities, where lessons have been tailored to specific texts and contain
learning activities which focus heavily on inferential questioning.

A range of reading and comprehension strategies will also be taught throughout this

program; classroom teachers may include additional teaching and learning experiences
to link their classs weekly comprehension focus.

Links to Other KLAs:

HSIE: Integrates theme from unit The Australian Colonies and includes content
covering Australias history and early immigrants.

Science and Technology: links the unit Change Detectives as students pose questions,
make predictions. They also learn about gold; as a metal and chemical composition.

PDHPE: Links to Life on the Goldfields where students explore topics such as racism,
bullying and inequality as well as the affects and consequences of these for
different people.
CAPA: The reading content links to Drama providing students with helpful background
knowledge for scenario and character performances.
MATHEMATICS: Students investigate weight, conversion and value, distances, money
and time.

Shared Reading Program

Lesson Overview

Lesson

Text Title

Pages

Scholastic News

Gold Fever

84-85

At the Diggings

86-87

The Eureka Stockade

88-89

Effects of Gold Rushes on people

34-35

On the Goldfields

4-5

People on the Diggings

6-7

Travelling to the Goldfields

8-9

Home on the Diggings

10-11

10

Back-breaking work Part 1

12-13

11

Back-breaking work Part 2

14-15

12

Mutton, Damper and Tea

16-17

13

Clothes on the Diggings

18-19

14

Sickness and Health

20-21

15

Goldfields Schools

22-23

16

Law and Order

24-25

17

Entertainment

26-27

18

Death on the Diggings

28-29

Reg/Evaluation