Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (language, speaking, listening) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to use interaction skills to contribute to conversations and discussions to share information and ideas. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include language, speaking, listening.
Learning target: use interaction skills to contribute to conversations and discussions to share information and ideas
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Same request, different relationship
Compare “Pass me the pencil, please” to a classmate with “Could I please borrow a pencil?” to a less familiar adult. Identify the words and tone that change with the relationship.
Role changes language
A student speaking as a game captain may give clear directions to teammates, but the same student asking a teacher for help uses a different level of directness and formality.
Evidence before judgement
Instead of saying one version is “better”, name the audience and context, quote the language choice and explain why it fits that relationship.
Transfer
Give students a simple message and a new audience. They rewrite only the language that must change, then explain one choice.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: building on and connecting ideas and opinions expressed by others
- E2: listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
- E3: learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter
- E4: using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends
Common Student Misconceptions
3. Common Student Misconceptions
- Feature spotting: Explain how the exact feature shapes meaning, communication or response.
- Retelling: Select precise evidence and analyse it rather than repeating content.
- Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
- Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: How to Turn and Talk
Maggie Bell Teaching — Practise listening and responding in a partner discussion.
As you watch: How can you show that your response connects to what your partner just said?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Take turns sharing one idea about a book. Each listener asks a question or adds a connected idea before changing topic.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Interaction skills to contribute to conversations and discussions to share...
Mapped skill: use interaction skills to contribute to conversations and discussions to share information and ideas
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E3LY02 · Year 3 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E3LY02 · Level 3 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN2-OLC-01 · Stage 2 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 3 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 3 |
| United Kingdom (England) | National Curriculum in England — English | Year 4, Key Stage 2 |
| India | NCERT / CBSE — English | Class 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E3LY02 — AC9E3LY02: Use interaction skills to contribute to conversations and discussions to share information and ideas
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