ABC Reading Eggs alignment to the Australian Curriculum

Transcription

1 ABC Reading Eggs alignment to the Australian Curriculum The complete F - 7 literacy resource. 1

2 Curriculum alignment for My s The complete F - 7 literacy resource. 1 2 m - moon, monkey, mice, mud, mop, men, mat, meat, mum, moss, man s, am - sock, seven, sat, sing, soap, see, six, seed, swich, spaghetti, spoon, st, stamp, snail, sun, strawberry, - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound identify the beginning end of words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons 1

3 3 a, m, am Sam snake lamb, ham, ram, dam, jam, pram, stamp, lamp, clam including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters I, am Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge ACELA1440 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts Reading Viewing 2 2

4 Creating texts ACELY1653 following clear demonstrations of how to construct each letter ENe-8B recognise that words pictures have meaning that words can 4 5 t - tent, toe, turtle, table, teeth, triangle, train, tractor, tap, tomato, tooth, teepee, three, tv, ticket, toy, top, tiger a, t, at bat, cat, fat, pat, rat, sat, mat, hat - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating - at, a Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters 3

5 6 b - bread, bag, balloon, bell, book, bone, bath, baby, bear, bee, bank writing consonant-vowel-consonant words by writing letters to represent the in the spoken words Sound letter knowledge identifying manipulating - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts identify the beginning end of words ENe-5A know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound Reading Viewing 2 ENe-8B 4

6 7 8 c - coat, clam, cap, can, cow, cup, car, crab, camel, cry, cupboard, camera, cheese, cheek, carrot, corn, can f, at cat, bat, fat, mat, sat fish, fly, foot, feather, frog, flower, fire, fox, football Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - Text structure organisation learning about simple functions of keyboard mouse including recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter 5

7 9 a, m, t, at am, Sam, cat, bat, fat, mat apple, astronaut, ankle, ambulance, ant, alien, arrow drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge ACELA1440 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters I, a Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters 6

8 10 a, b, c, f, i m, s, t, I, am, at, ap am, Sam, at, bat, cat, fat, mat, sat ACELA1440 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - I, am, at, a Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel Sound letter knowledge recognise rhymes, syllables consistently identify words that start with the same initial sound recognise high-frequency words read underst some sight words in simple, predictable texts orally blend two or three to make a word identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables consistently identify words that start with the same initial sound recognise high-frequency words read underst some sight words in simple, predictable texts orally blend two or three to make a word 7

9 identifying manipulating Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B compose effective sentences in writing using appropriate word order Hwriting Using Digital Technologies n - nurse, nail, I Text structure organisation 11 nose, nest, needle, nut, net, nine learning about simple functions of keyboard mouse including drop-down menu produce some lower case upper case letters using learned letter formations use simple functions of keyboard Expressing developing ideas scrolling, selecting icons recognising the most common sound including consonants short vowel Sound letter knowledge recognise the letters of the alphabet know there are lower upper case letters identifying manipulating recognise rhymes, syllables ACELA1440 consistently identify words that start identifying familiar recurring with the same initial sound letters the use of upper lowercase in written texts Creating texts recognise high-frequency words read underst some sight words in simple, predictable texts ACELY1653 Reading Viewing 2 following clear demonstrations of how ENe-8B to construct each letter recognise that words pictures learning to construct lower case letters have meaning that words can p, am pig, pot, pat pencil, am Text structure organisation Hwriting Using Digital Technologies 8

10 12 peach, peanut, potato, pig, pie, pear, pea, pan, plate, pen 13 a, p, ap Sam, pats, cat, bat, zap, map, cap, tap learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 ACELA1438 learning that word order in sentences is important for meaning produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard 9

11 14 h hat, ham hole, hammer, heart, hair, horse, helmet, head, hamburger, hat, hive building word families using onset rime Sound letter knowledge identifying manipulating Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts identify the beginning end of words orally blend two or three to make a word Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B compose effective sentences in writing using appropriate word order Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters 10

12 15 r part rice, raspberry, robot, rose, rabbit, raft, radio, ring, rope, rug, ruler ACELA1440 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge ACELA1440 Creating texts ACELY1653 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts following clear demonstrations of how to construct each letter recognise rhymes, syllables consistently identify words that start with the same initial sound recognise high-frequency words read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can 11

13 16 17 a, n, an ran, fan, bat fan, man, can, ran, van, pan, h, st, dance z zap zero, zebra, zigzag, zucchini, zoom, zip, zoo, zap learning to construct lower case letters man, can Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning ACELA1438 building word families using onset rime recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts identify the beginning end of words orally blend two or three to make a word identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B compose effective sentences in writing using appropriate word order Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations 12

14 18 e, ee bee, tree, see, seed, weed, Zee, three Queen, teepee, sheep, cheese, cheek, knee, tree, three, weed, see, bee, leek, seed see drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge ACELA1440 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts identify the beginning end of words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters 13

15 19 - Sam, can, see, man, fan, pan, tap, cap, hat, bat, cat man, fan, pan, tap, cap, hat, bat, can, cat see, the, I, can, man ACELA1440 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 recognise rhymes, syllables consistently identify words that start with the same initial sound recognise high-frequency words read underst some sight words in simple, predictable texts identify the beginning end of words orally blend two or three to make a word Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions Reading Viewing 2 14

16 20 n, p, h, r, z, ap, an, ee see, can, hat, man bat, bee, cat see, the, can, man identifying familiar recurring letters the use of upper lowercase in written texts Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel ACELA1438 building word families using onset rime Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B compose effective sentences in writing using appropriate word order Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions identify most of the name all letters in a given word Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B compose effective sentences in 15

17 21 22 v van vegetables, violin, vase, van, vest, vulture, vacuum, volcano, vet - see, ant, b, rat, hat, s, l, b, h, s Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters, see, Text structure organisation the learning about simple functions of writing using appropriate word order Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words 16

18 h, l keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning ACELA1438 recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating identifying rhyme syllables in spoken words identifying onset rime in onesyllable spoken words Interpreting, analysing evaluating ACELY1649 can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts orally blend two or three to make a word identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word identify most of the name all letters in a given word use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A know how to use onset rime to spell words use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 17

19 23 d Dan, dad dragon, dice, domino, dolphin, dance, dog, doll, door, duck, dinosaur, doctor, dragonfly navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge identifying manipulating ACELA1440 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning compose effective sentences in writing using appropriate word order Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts orally blend two or three to make a word Reading Viewing 2 ENe-8B recognise that words pictures 18

20 24 - can, see, rat, cat, hat - in, had, I, can, see, the identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 19

21 25 j jam, jet, jug juice, jacket, jelly, juggle, jet, jug, jump, jam, jellybeans, jeans, jar line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge identifying manipulating ACELA1440 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning compose effective sentences in writing using appropriate word order Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can 20

22 26 ad ants sad, dad, pad, bad, mad, had, ants, cats, flower, rat, bee had identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts orally blend two or three to make a word ENe-5A use write beginning ending of spoken words know that letters are used to 21

23 27 o - olive, otter, oven, octopus, onion, oar, ostrich, orange, oil - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating identifying onset rime in onesyllable spoken words ACELA1440 represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons ENe-5A recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can 22

24 28 is good, cap, bee, ant, bad, sad, has, cap, bat - is, good, a, has identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 23

25 29 on zap, mat, sat,, is, bee jet, apple, octopus, dog, bee on, the,, is, a line as needed, matching one spoken word to one written word Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACLEA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning compose effective sentences in writing using appropriate word order Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to 24

26 30 q - queen, quail, queue, quiet, quarters, quilt, quack the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Interpreting, analysing evaluating represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts ENe-5A use write beginning ending 25

27 31 g pig, jam ghost, goose, garbage, glasses, goldfish, guitar, glue, grape, glove, goat ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts orally blend two or three to 26

28 32 l lap, lad ladder, lock, light, lemon, leaf, lamp, lollipop, lamb, leaf, lizard, ladybird identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to make a word ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start 27

29 33 - cat, sat, tap, can, jam can, jam, cat, sat, tap, can he, she represent those identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears with the same initial sound read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables recognise high-frequency words orally blend two or three to make a word read underst some sight words in simple, predictable texts use knowledge of letters 28

30 34 k - koala, kennel, key, king, kiss, kangaroo, kite, key, kitten in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning demonstrate an awareness of nouns, pronouns conjunctions recognise simple pronoun references to maintain meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard 29

31 35 - cat, bat, mat, hat, can, map cat, mat, bat, hat as, has the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons 30

32 36 y - yoyo, yellow, yuck, year, yell, yawn, yacht, yoghurt, yolk, yuck, yeti had writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel recognise rhymes, syllables recognise high-frequency words identify the beginning end of words orally blend two or three to make a word read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter 31

33 37 - hat, cat, ant, man, van, map, has,, bat, Dan - yes, you, has, a, Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound recognise high-frequency words read underst some sight words in simple, predictable texts ENe-5A know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard 32

34 38 x box wax, box, mix, mixer, taxi, xray, exit, six including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound scrolling, selecting icons recognise high-frequency words identify the beginning end of words orally blend two or three to make a word read underst some sight words in simple, predictable texts ENe-5A know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper 33

35 39 w wing, zip, bee wax, web, woman, whale, whistle, worm, w, water, including consonants short vowel Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Interpreting, analysing evaluating ACELY1649 navigating a text correctly, starting at the right place reading in the right direction, returning to the next line as needed, matching one spoken word to one written word - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts identify the beginning end of words ENe-5A know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies 34

36 40 am, at, an, ag, ad van, sad, dam, zap, hat, man, gap, ran, jam, bat, windmill recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge - he, she, as, has, yes, you, man, the, can, see, ACELA1440 listening to the a student hears in the word, writing letters to represent those identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct lower case letters Text structure organisation learning about simple functions of keyboard mouse including drop-down menu produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons 35

37 41 pad, ham, ram, fish, cat, can, see, hid, in, tin, sits u fun ugly, untidy, unwrap, unhappy, in Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts - Text structure organisation ACELA1432 pointing to the letters the recognise rhymes, syllables recognise high-frequency words segment simple spoken words into separate identify the beginning end of words identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words 36

38 unlock, unicorn, underground, underwater, umbrella punctuation in a text learning about print: direction of print return sweep, spaces between words learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 breaking words into onset rime building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies write from left to right leave spaces between words produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality recognise the letters of the alphabet know there are lower upper case letters recognise rhymes, syllables consistently identify words that start with the same initial sound segment simple spoken words into separate read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use phonological strategies when 37

39 42 alphab et cat, mat, rat, ham, map, tap, hat, gap, zap spoken words identifying manipulating identify onset rime in one-syllable spoken words ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct some upper case letters ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu words words Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent reading, including letter sound relationships ENe-5A know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning underst that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, that capital letters full stops signal the beginning end of sentences Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons 38

40 the in the spoken words knowing that spoken words are written down by listening to the heard in the word then recognise the letters of the alphabet know there are lower upper case letters writing letters to represent those underst that spoken words are made up of ACELA1438 recognise rhymes, syllables breaking words into onset rime building word families using onset rime orally blend two or three to make a word Sound letter knowledge segment simple spoken words into separate listening to the a student hears in the word, writing letters to recognise high-frequency words, including own name represent those read underst some sight identifying rhyme syllables in words in simple, predictable texts spoken words identify most of the name identifying manipulating all letters in a given word use phonological strategies when identify onset rime in one-syllable spoken words reading, including letter sound relationships ACELA1440 use knowledge of letters identifying familiar recurring letters the use of upper lowercase in written texts to decode words, including those in initial, final medial positions Creating texts ENe-5A ACELY1654 use write beginning ending using simple functions of keyboard of spoken words mouse including typing letters, scrolling, selecting icons dropdown know that letters are used to represent when writing words menu Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can id hid, lid, kid, - has Text structure organisation Writing Representing 1 39

41 43 sid, did, bin learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1654 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B 40

42 44 ix six, fix, mix, tin, win, pin, fin, din, ring rabbits, birds, pigs, red, blue in, him using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 building word families using onset rime Sound letter knowledge recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to 41

43 45 it hit, sit, bit, fit, spin, swing, lit, pit, wit listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1653 ACELY1654 following clear demonstrations of how to construct each letter using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu st it Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons 42

44 writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge ACELA1440 listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating Creating texts ACELY1653 ACELY1654 identifying familiar recurring letters the use of upper lowercase in written texts following clear demonstrations of how to construct each letter using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning 46 ig big, wig, dig, fig, gig, pig, rig castle, Queen, throne, dress, like, said Text structure organisation learning about simple functions of keyboard mouse including Writing Representing 1 ENe-2A know that spoken words can be written down using letters of 43

45 horse, crown drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 breaking words into onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those ACELA1440 identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words identifying familiar recurring letters the use of upper lowercase in written texts the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in 44

46 47 Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu - wag - this Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those initial, final medial positions Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies write from left to right leave spaces between words produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know 45

47 ACELA1438 building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu some features of print, for example directionality recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of 46

48 48 ip lip, zip, pip, rip, dip, hip, nip, sip, tip, wip blue, pink, black, big, little little, black, blue Text structure organisation ACELA1432 pointing to the letters the punctuation in a text commenting on punctuation encountered in the everyday texts, for example That s the letter that starts my name, The name of my family my town has a capital letter learning about print: direction of print return sweep, spaces between words learning about front back covers; title author, layout navigation of digital/screen texts learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images recognising the most common sound words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A 47

49 49 ill hill, will, sill, pill, bill, kill, till, mill, dill, fill, gill, jill ACELA1438 including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those Creating texts ACELY1654 identifying manipulating using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu - - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B underst that words can be spoken or written recognise that words pictures have meaning that words can interpret pictures Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies 48

50 including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 breaking words into onset rime building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those Creating texts ACELY1654 identifying manipulating using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime identify the beginning end of words orally blend two or three to make a word identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions manipulate letters to assist reading ENe-5A know how to use onset rime to spell words identify patterns in words leading to the identification of word families use write beginning ending 49

51 50 ing king, ring, sing, wing two bird, two, cannot Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word 50

52 51 represent those identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu - pink pigs, bees go, by Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies produce some lower case upper case letters using learned letter formations use simple functions of keyboard 51

53 writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1653 following clear demonstrations of how to construct each letter ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 52

54 52 ot cot, dot, hot, pot, lot, got, jot, rot, not seagull, turtle, mermaid, dolphin, ship, whale look, got Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 breaking words into onset rime ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime 53

55 building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A know how to use onset rime to spell words use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas 54

56 53 og dog, log, fog, cog, bog, hog, jog, rock, sock, shop frog, rock - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight 55

57 54 op cop, hop, mop, pop, top, shop, stop Creating texts ACELY1653 following clear demonstrations of how to construct each letter ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu playground play Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences words in simple, predictable texts identify most of the name all letters in a given word use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies 56

58 is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1653 following clear demonstrations of how to construct each letter ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset ENe-5A use write beginning ending of spoken words 57

59 55 - lots popcorn, hotdog - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables 58

60 ACELA1438 breaking words into onset rime building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu segment words into onset rime identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset ENe-5A know how to use onset rime to spell words identify patterns in words leading to the identification of word families use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures 59

61 56 - not yellow, red, happy are, happy, said, not Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge identifying manipulating ACELA1440 identifying familiar recurring letters the use of upper have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound 60

62 Queen, King, Princess, Prince, Knight, Lady, game, crown, bone his, her, we lowercase in written texts Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those relationships use knowledge of letters to decode words, including those in initial, final medial positions Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions Reading Viewing 2 ENe-8B recognise that words pictures 61

63 58 od fox, cod, rod, nod, god, pod, dock, lock, clock, boxes ACELA1438 breaking words into onset rime building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu - - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images recognising the most common sound have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning demonstrate an awareness of nouns, pronouns conjunctions recognise simple pronoun references to maintain meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons 62

64 ACELA1438 including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those building word families using onset rime Sound letter knowledge ACELA1440 listening to the a student hears in the word, writing letters to represent those Creating texts ACELY1654 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset ENe-5A identify patterns in words leading to the identification of word families use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can 63

65 59 ox, y, at, the, end puppy, muddy, bossy, messy, silly, sorry bear, mouse, juggler very Text structure organisation learning about print: direction of print return sweep, spaces between words learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters 64

66 60 ock clock, dock, rock words, bossy, silly, jolly, messy words identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet 65

67 climb, eat, draw, sleep, laugh, read, kick, jump me, be written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating ACELA1440 Creating texts ACELY1654 identifying familiar recurring letters the use of upper lowercase in written texts using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about print: direction of print return sweep, spaces between words learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables orally blend two or three to make a word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions retell a familiar story in sequence identify main idea ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies write from left to right leave spaces between words produce some lower case upper case letters using learned letter 66

68 recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1653 following clear demonstrations of how to construct each letter ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu formations use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality underst that spoken words are made up of recognise rhymes, syllables consistently identify words that start with the same initial sound identify the beginning end of words segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use phonological strategies when reading, including letter sound relationships recognise grammatical patterns when reading to assist in making meaning, eg locating words that tell who, what, when or where in texts 67

69 62 ut, up cup, pup, cut, up, but, gut, hut, jut, nut, put balloons, green, three three, green Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies write from left to right leave spaces between words use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example 68

70 written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu directionality underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters to decode words, including those in initial, final medial positions retell a familiar story in sequence identify main idea ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B 69

71 63 un, ug bug, dug, hug, jug, mug, rug, tug, bun, sun, fun, gun, pun, run skip, tips - Text structure organisation ACELA1432 commenting on punctuation encountered in the everyday texts, for example That s the letter that starts my name, The name of my family my town has a capital letter learning about print: direction of print return sweep, spaces between words learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst concepts about print screen, including how books, film simple digital texts work, know some features of print, for example directionality underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships use knowledge of letters 70

72 64 uck muck, duck,, fluffy, luck, mud, bud building word families using onset rime Sound letter knowledge ACELA1440 listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1653 following clear demonstrations of how to construct each letter learning to construct some upper case letters ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu duck, sun to Text structure organisation learning about print: direction of print return sweep, spaces between words learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas to decode words, including those in initial, final medial positions ENe-5A identify patterns in words leading to the identification of word families use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies write from left to right leave 71

73 ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu spaces between words produce some lower case upper case letters using learned letter formations use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words 72

74 65 uck fluff, truck, puck, tuck, yuck rat, tiger, fox, drive - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons ENe-5A recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables consistently identify words that start with the same initial sound segment words into onset rime read underst some sight words in simple, predictable texts 73

75 hello, mountain, branch, leaf, forest there, that, this ACELA1438 breaking words into onset rime building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words ACELA1440 identifying familiar recurring letters the use of upper lowercase in written texts Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1434 exploring spoken, written multimodal texts identifying use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard 74

76 eyes, nose, hair, chin, ears, mouth have ACELA1437 Creating texts ACELY1654 elements, for example words images building vocabulary through multiple speaking listening experiences using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the scrolling, selecting icons consistently identify words that start with the same initial sound recognise high-frequency words, including own name read underst some sight words in simple, predictable texts Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of 75

77 legs, one, two, four they heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those ACELA1440 Creating texts ACELY1654 identifying familiar recurring letters the use of upper lowercase in written texts using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognise rhymes, syllables identify the beginning end of words segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies 76

78 recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge Creating texts ACELY1654 listening to the a student hears in the word, writing letters to represent those using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables identify the beginning end of words segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units 77

79 69 - jump swim, fly, grin do Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts for expressing ideas demonstrate an awareness of nouns, pronouns conjunctions recognise simple pronoun references to maintain meaning Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables consistently identify words that start with the same initial sound identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word recognise high-frequency words, 78

80 70 ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu us bus bus - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use phonological strategies when reading, including letter sound relationships ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard 79

81 table, plate, chair, people, food, b, day come, my, here, goes, day including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent scrolling, selecting icons identify the beginning end of words orally blend two or three to make a word read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables 80

82 72 e, eg, ing egg, jumping, banging, cracking, dinosaur, egg, breaking baby the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write 81

83 rolling drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1438 recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those Creating texts ACELY1654 identifying manipulating using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons recognise rhymes, syllables identify the beginning end of words orally blend two or three to make a word identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use phonological strategies when reading, including letter sound relationships ENe-5A know how to use onset rime to spell words identify patterns in words leading to the identification of word families use write beginning ending of spoken words know that letters are used to represent when writing words 82

84 73 ed bed, fed, wed, red, led, ted - - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of consistently identify words that start with the same initial sound segment words into onset rime identify the beginning end of words segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts 83

85 74 en, et pet, bet, get, jet, met, set, vet, wet, yet, den, pen, hen, ten, when, men, zen identify onset rime in one-syllable spoken words Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu - where Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables 84

86 coming, now, ladder where, when, down, up, ACELA1438 written down by listening to the heard in the word then writing letters to represent those building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of segment words into onset rime identify the beginning end of words segment simple spoken words into separate identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words 85

87 go keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1437 building vocabulary through multiple speaking listening experiences recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words 86

88 76 eg leg, beg, keg, peg, peck scrolling, selecting icons dropdown menu - - Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables consistently identify words that start with the same initial sound identify the beginning end of words orally blend two or three to make a word read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words 87

89 monkey, butterfly, animals, bird, elephant who, lives, here, into building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating identify onset rime in one-syllable spoken words Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning ACELA1437 building vocabulary through multiple speaking listening experiences recognising the most common sound including consonants short vowel writing consonant-vowel-consonant know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables 88

90 wing, tail, spikes, fire, claws, dragon what words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying rhyme syllables in spoken words identifying manipulating Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1435 learning that word order in sentences is important for meaning identify the beginning end of words segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard 89

91 recognising the most common sound including consonants short vowel writing consonant-vowel-consonant words by writing letters to represent the in the spoken words knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those Sound letter knowledge ACELA1440 listening to the a student hears in the word, writing letters to represent those Creating texts ACELY1654 identifying manipulating identifying familiar recurring letters the use of upper lowercase in written texts using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu scrolling, selecting icons recognise the letters of the alphabet know there are lower upper case letters underst that spoken words are made up of recognise rhymes, syllables orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Grammar, Punctuation ENe-9B recognise that texts are made up of words groups of words that make meaning 90

92 79 ell bell, tell, yell, fell, well, shell, sell, hell numbers who, what, where Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas ACELA1434 exploring spoken, written multimodal texts identifying elements, for example words images ACELA1437 building vocabulary through multiple speaking listening experiences recognising the most common sound including consonants short vowel knowing that spoken words are written down by listening to the heard in the word then writing letters to represent those ACELA1438 breaking words into onset rime building word families using onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those recognise that sentences are key units for expressing ideas Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime identify the beginning end of words orally blend two or three to make a word segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts ENe-5A know how to use onset rime to spell words 91

93 birthday, seven, party seven identifying rhyme syllables in spoken words identifying manipulating identify onset rime in one-syllable spoken words Creating texts ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu Text structure organisation learning about simple functions of keyboard mouse including drop-down menu Expressing developing ideas recognising the most common sound including consonants short vowel ACELA1438 breaking words into onset rime Sound letter knowledge listening to the a student hears in the word, writing letters to represent those identifying manipulating identify onset rime in one-syllable spoken words Creating texts identify patterns in words leading to the identification of word families use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can Writing Representing 1 ENe-2A know that spoken words can be written down using letters of the alphabet how to write some high-frequency sight words known words Hwriting Using Digital Technologies use simple functions of keyboard scrolling, selecting icons underst that spoken words are made up of recognise rhymes, syllables segment words into onset rime identify the beginning end of words orally blend two or three to make a word 92

94 ACELY1654 using simple functions of keyboard mouse including typing letters, scrolling, selecting icons dropdown menu segment simple spoken words into separate recognise high-frequency words, including own name read underst some sight words in simple, predictable texts identify most of the name all letters in a given word use knowledge of letters to decode words, including those in initial, final medial positions ENe-5A use write beginning ending of spoken words know that letters are used to represent when writing words Reading Viewing 2 ENe-8B recognise that words pictures have meaning that words can 93

95 short vowels ie, ile ie, ine, ike pen, pig, leg, log, mug, mop, hat, hug, bed, box pie, tie, lie, smile, crocodile lie, line, mine, like, hike touch, taste, hear, see, smell, tongue shop, peach, plum, pie mother, father, sister, brother, family, have, with, what, you going, where, want shoe, car, table Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') EN1-4A recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution (ACELA1457) EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant 94

96 84 85 ine, ide, ike sh dine, pine, fine, spine, shrine shell, shop, sheep, ship, shed parents, homework bike, track, crash, ride, fall shark, shirt, shoes too, off, over, this shop, bike Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Interacting with others ACELY1656 listening for details in spoken informative texts blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words Speaking Listening 1 EN1-1A listen for specific purposes information, including instructions, extend students' own others' ideas in discussions EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter 95

97 86 sh shelley, sheep, shop, shopping shiny, short, laces, shoes buy, tried, these, new Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Interacting with others ACELY1656 listening for details in spoken informative texts combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word Speaking Listening 1 EN1-1A listen for specific purposes information, including instructions, extend students' own others' ideas in discussions EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant EN1-5A blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations 96

98 87 long i kite, bite, bike, hike, hide, ride hot, cold, wet, dry, big, little, happy, sad white, nine, girl, boy Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') ACELA1458 saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words 97

99 88 ch chat, chick, cheese, chin, chips, chest shopping, cheeky, cheeping, chimp says, ask, why Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word saying in order for a given spoken word (for example f/i/sh, th/i/s) ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words 98

100 89 90 th ch throw, thanks, thin, that, thud, thick, thorn, think chimp, chicken, cheese, chilli cupboard, fridge, supermarket, chocolate, roastbeef, swich cherries, chillies, chocolate, chomp none, two, stayed, home these, made, together cat, father, any isolate write the initial, medial final sound of a word Expressing developing ideas ACELA1778 EN1-4A learning an increasing number of recognise sound letter matches high frequency sight words including common vowel recognised in shared texts in consonant digraphs consonant texts being read independently (for blends example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 ACELA1458 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue') saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches 99

101 91 soft c city, celery, cement, bicycle, park, shark, dark, bark city, celery, bicycle, circus, circle, cement one, two, three, four, five ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word saying in order for a given spoken word (for example f/i/sh, th/i/s) ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the 100

102 92 ice mice, rice, dice, slice, line, bike, nine, fine, lime, vine football, shoelace, sbox, lighthouse fly, look, white, fine, nine Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') Sound letter knowledge ACELA1457 replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') heard, how to use visual memory to write high-frequency words isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words 101

103 93 soft g cage, page, sage, stage, rage gelato, giraffe, magic, gem, magic, giant, cement today, park, Saturday Language for interaction ACELA1787 extending students vocabularies for the expression of feelings emotions Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') ACELA1458 saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue') saying words with the same rime as a given word (for example words that isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial 102

104 94 95 ake long a, ane cake, lake, rake, bake, take, snake, shake, make, wake cane, mane, lane, plane, rooster, duck icing, pour, slice, bake snake, giraffe, wheel, shark flew, bowl, brother, end like 'c/at', 'pl/ay') ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words ACELA1458 saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') Expressing developing ideas ACELA1778 writing one-syllable words containing final sound of a word exchange one letter in a written word with a different letter to make a new word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word Speaking Listening 1 EN1-1A listen for specific purposes 103

105 cage, ape, game everywhere, what, about, another known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') ACELA1458 saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue') saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any information, including instructions, extend students' own others' ideas in discussions EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word exchange one letter in a written 104

106 word with a different letter to make a new word ace space, lace, night, stars, clouds, sky, Expressing developing ideas ACELA1778 EN1-4A 96 face switch, count stars, above writing one-syllable words containing recognise sound letter matches known blends, for example bl, st including common vowel learning an increasing number of high frequency sight words consonant digraphs consonant blends recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme manipulate in spoken words including phoneme deletion substitution with a given word recognising producing rhyming EN1-5A words know that regular one-syllable words replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') are made up of letters common letter clusters that correspond to the heard, how to use visual ACELA1458 memory to write high-frequency saying words with the same rime as a words given word (for example words that end like 'c/at', 'pl/ay') ACELA1459 underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes recognising that letters can have more than one sound for example u in cut, put, use 'a' in syllabification to break up simple words use visual memory to write irregular words cat, father, any isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word vowels life, space exercise, hours, Expressing developing ideas 105

107 97 check, straw, spacesuit, photo, astronaut, music 98 long vowel words make, snake, five, ape dough, paper, cardboard, paint, glue, puppet, pipecleaner, spider, butterfly outside, white, purple, yellow, orange these, out, eight, blue ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 saying in order for a given spoken word (for example f/i/sh, th/i/s) ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency 106

108 99 y on the end itchy, hairy, floppy, rusty, party, creepy circus, escapes, bendy, works, cage sleep, party, work, easy, flew, plane, high cat, father, any recognising that can be produced by different letters (for example the /s/ sound in sat, cent, scene ) Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') saying in order for a given spoken word (for example f/i/sh, th/i/s) ACELA1459 recognising that letters can have words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words recognise common prefixes suffixes how they change a 107

109 five, mice, cage oo cook, book, wool, foot, awake, asleep, full, empty, kitten, astronaut, circus dressed, chocolate, up, down, night, day, in, out, five, nine, eight book, look, took, more than one sound for example u in cut, put, use 'a' in cat, father, any recognising that can be produced by different letters (for example the /s/ sound in sat, cent, scene ) Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word Expressing developing ideas ACELA1778 word's meaning isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A 108

110 102 oo look, took roof, zoo, noon, moon, cool, spoon, pool, hoop, icing, cream, delicious, contest, winner cockatoo, coop, moose, cocoon, delicious, excited said, here, took, who, foot writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A underst the variability of sound letter matches recognise most sound letter matches 109

111 103 ole wood, baboon pole, sole, mole, hole, stole, woke, poke, joke, bone, stone, cone kangaroo, raccoon, baboon wombat, ground, kangaroo, mole, phone, poke ground, phone, own, down, wrong ACELA1455 high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches 110

112 104 long o, e rode, code, vote, rose, boat, coat, goat, float tadpole, flagpole, tangled, seaweed, wavy, molehill, bubbly, foam boat, together, through, behind, tiny, suddenly building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 ACELA1459 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any recognising that can be produced by different letters (for example the /s/ sound in sat, cent, scene ) Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events 111

113 105 blends frog, clam, slam, swam, grub, crab, plug, grab, slug, shell clam, slug, tram, phone friends, open, swam, his, eat using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') Interpreting, analysing evaluating ACELY1659 using contextual semantic identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution predict author intent, series of events 112

114 106 blends crab, clam, frog, fly, green, trunk, lunch, crash, tree wombat, crash, butterfly, grotty, hungry hungry, green, happy, blue, tree knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word exchange one letter in a written word with a different letter to make a new word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter 113

115 107 ea pea, seal, leaf, dream, peach, beach, beast, eat, peace peace, sitting, scary, beast, dream, badger leaf, down, asleep, nice, light, blue, eat ACELA1457 saying in order for a given spoken word (for example f/i/sh, th/i/s) Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words 114

116 108 long u words cube, flute, tune, duke, June, tube worried, perfect, flute, choose, tongue, hedgehog worried, choose, teeth, ears with a given word recognising producing rhyming words replacing in spoken words (for example replace the m in 'mat' with 'c' to form a new word 'cat') saying in order for a given spoken word (for example f/i/sh, th/i/s) ACELA1458 saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 saying in order for a given spoken word (for example f/i/sh, th/i/s) ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual 115

117 109 er helper, brother, sister, cleaner, badger, bigger, better plumber, builder, cleaner, garden, leaky brother, sister, bigger, better, anything, clean about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interacting with others ACELY1656 listening for details in spoken informative texts Interpreting, analysing evaluating memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts 116

118 110 blends strong, pretty, dry, crunchy, glossy, flower, ground, cloud, drank crunchy, glossy, wept, squishy, weak, cloud, pretty, adjectives flower, ground, cloud, drank, white, brown, grey ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any recognising that can be produced by different letters (for example the /s/ sound in sat, cent, scene ) Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content EN1-4A underst that nouns represent people, places, things ideas can be, for example, common, proper, concrete or abstract, that noun groups/phrases can be exped using articles adjectives recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple 117

119 111 blends wanted, trip, crashed, stuck, three happy, boat, leaf, clock crab, track, truck, back, tree, crack Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1457 saying in order for a given spoken word (for example f/i/sh, th/i/s) words use visual memory to write irregular words (ACELA1471) Grammar, Punctuation EN1-9B explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial 118

120 112 syllables exercise, somewhere, drink, growing, eaten keeping, drinking, sunlight, flamingo, elephant, beetle healthy, water, food, clothes, sleep, home Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words (ACELA1471) isolate write the initial, medial final sound of a word 119

121 end blends oa flamingo, rabbit, duckling, stamp, thump flowers, raincoat, house stinky, wanted, running, wants, spider, keeping waterfall, picture, thunderstorm, skunk, pink, milk, sink, drink, stink, blink oats, coast, road, toast, soap, float Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches 120

122 115 ir sunlight, seedling, warm, leaf houseboat, tophat catfight, flowerpot, fingernail soil, grow, water, dirt, shirt, skirt, flirt, flower ACELA1455 high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 ACELA1459 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends 121

123 116 igh moonlight, goodnight, spaper, icecube, caring monkey, kangaroo, family, forest night, light, bright, sight, right example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches 122

124 117 nouns raincoat, coast, better, bathroom, friends shirt, goat thorn, toast, chew, roar, caught, loudly morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 ACELA1459 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', including silent letters, vowel/consonant digraphs many less common sound letter combinations sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A underst that nouns represent people, places, things ideas can be, for example, common, proper, concrete or abstract, that noun groups/phrases can be exped using articles adjectives sequence a summary of events identify key facts or key arguments in imaginative, informative 123

125 118 or boots, long pants, jumper, coat, cloudy windy, snow, sunny, rainy, horse, popcorn, knight score, wore, store, shore, shorts 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words Grammar, Punctuation EN1-9B explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations 124

126 119 verbs remember, imagine, insect, sideways, flap whistle, squeal, swoop, scuttle, scared pounce, glide, wriggle, sneeze example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 writing one-syllable words containing known blends, for example bl, st learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for example 'one', 'have', 'them', 'about') Sound letter knowledge ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any recognising that can be sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations manipulate in spoken words including phoneme deletion substitution predict author intent, series of events possible endings in an 125

127 120 ay their, apple, spelling, feet, crabs library, cling, eight, walk stay, day, okay, way, boat, pink, truck produced by different letters (for example the /s/ sound in sat, cent, scene ) Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content Expressing developing ideas ACELA1778 learning an increasing number of high frequency sight words recognised in shared texts in texts being read independently (for imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word Grammar, Punctuation EN1-9B explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) EN1-4A recognise sound letter matches including common vowel consonant digraphs consonant blends 126

128 example 'one', 'have', 'them', 'about') ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Sound letter knowledge ACELA1457 recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising producing rhyming words ACELA1459 recognising that letters can have more than one sound for example u in cut, put, use 'a' in cat, father, any Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content underst the variability of sound letter matches recognise most sound letter matches including silent letters, vowel/consonant digraphs many less common sound letter combinations sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts EN1-5A know that regular one-syllable words are made up of letters common letter clusters that correspond to the heard, how to use visual memory to write high-frequency words underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words isolate write the initial, medial final sound of a word 127

129 Curriculum alignment for Storyls 1 2 title What s in the Lake? A Royal Picnic Reading level 1 a an can I see 1 come day goes here people the there tail spikes fire eye claws lake tables chairs plates b food people Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or 128

130 3 4 title The Queen s Big Quest The Shining Knight Reading level 2 had she the to 2 comes for he his is it the they too crown throne castle King Queen knight chest sparkle feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading Literature context ACELT1581 identifying some features of characters how particular words multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an 129

131 5 title Royal Favourites Reading level 3 can find he her his it likes she them very when battle helmet shield sword tiara lady images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or 130

132 6 title The Royal Message Reading level 3 a gave the to said what message invited news excellent party feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories 131

133 7 8 title The Naughty Prince Reading level 4 A had happy her him in it not the to up was Shopping 4 come family his lots my of the they use want dungeon tower animals gold clothes arrows food fish shops shopping Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of 132

134 9 title The Forgetful Princess Reading level 4 had her in on she take the then to was where which woods stable path passage remember knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles 133

135 10 11 title Knight Training The Red Knight Reading level 5 day do fun I is say the what 6 a am eat had he I is liked red the to with fighting hunting music wash riding royal fierce sunsets bright through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events 134

136 12 title The Surprise Prince Reading level 6 a but for got had he in said shouted the to you guest dining table closet hallway forest adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 135

137 13 14 title Who is in the Tower? The Hungry Reading level 7 be could from had he in it no she the was who 7 a an at get her his if in tower moat town noise digging rumbled juicy vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events 136

138 15 title Hound Catch a Dragon Reading level into is look make name said still the was with you 8 a about all am be but for he him how I in like live of out read said so than the then to where dessert hungry vegetables search borrow hiss climbed camped characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Expressing developing ideas ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these 137

139 16 title The Queen s Mirror Reading level 8 at be could good had he her him his in it look not of said the want was when where with exactly know mirror barrels using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters images add to or contradict or multiply the meaning of accompanying words EN1-5A underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or 138

140 17 title The Very Best Castle Reading level 9 a about at came come from had have he I is just my no now one other said the to very was what wider thought guest feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Expressing developing ideas ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words EN1-5A underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write 139

141 18 title Royal Trouble Reading level 9 all asked begin hs his I in let said the to why armour trouble burst fireworks entered thumped angry building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Expressing developing ideas ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives irregular words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words EN1-5A underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write 140

142 19 title The Frog Princess Reading level 10 a are around as can do he her his I into is more new not over said see she than the to too want what who with you fastest won twice croak caught flycatcher building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Expressing developing ideas ACELA1455 building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives irregular words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words EN1-5A underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write 141

143 20 title The King s Challenge Reading level 10 a an back came first he here in into is not on said special the this to went who with golden emerald silver goblet falcon building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media Literature context ACELT1581 identifying some features of characters how particular words images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Interpreting, analysing evaluating ACELY1659 using contextual semantic knowledge to make predictions about a text s purpose content ACELY1660 making inferences about characters feelings motives building knowledge about the topic of the text learning new vocabulary before during reading retelling the events or key information in the text orally, in writing /or through digital or arts media irregular words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories EN1-4A predict author intent, series of events possible endings in an imaginative, informative persuasive text sequence a summary of events identify key facts or key arguments in imaginative, informative persuasive texts identify visual representations of characters' actions, reactions, speech thought processes in narratives, consider how these images add to or contradict or multiply the meaning of accompanying words Reading Viewing 2 EN1-8B underst simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles Thinking imaginatively creatively EN1-10C predict discuss ideas drawn from picture books digital stories 142

144 Overview of outcomes for Reading Eggspress alignment: Comprehension lessons Library quizzes Australian Curriculum Year 2: Levels 1-4 New South Wales ACELA 1450 Underst concepts about print screen, including how different types of texts are organised using page numbering, tables of content, headings titles, navigation buttons, bars links ACELA 1466 Know some features of text organisation including page screen layouts, alphabetical order, different types of diagrams, for example timelines ACELA 1471 Underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words ACELA 1455 Recognise know how to use morphemes in word families for example play in played playing ACELA 1472 Recognise common prefixes suffixes how they change a word s meaning ACELA 1452 Explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) EN1-8B: Reading viewing: recognises that there are different kinds of texts when reading viewing shows an awareness of purpose, audience subject matter know some features of text organisation including page screen layouts, alphabetical order, different types of diagrams, for example timelines EN1-10C: Thinking imaginatively creatively: thinks imaginatively creatively about familiar topics, ideas texts when responding to composing texts predict discuss ideas drawn from picture books digital stories EN1-5A: : underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words recognise common prefixes suffixes how they change a word's meaning begin to underst how knowledge of word origins supports spelling vocabulary EN1-9B: Grammar, punctuation vocabulary: explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) EN1-7B: Writing representing: make inferences about character motives, actions, qualities characteristics when responding to texts 143

145 Australian Curriculum Year 3: Levels 1-4 New South Wales ACELT 1604 Use metalanguage to describe the effects of ideas, text structures language features of literary texts ACELA 1491 Underst how texts are made cohesive through the use of linking devices including pronoun reference text connectives ACELA 1480 Know that word contractions are a feature of informal language that apostrophes of contraction are used to signal missing letters ACELY 1679 Read an increasing range of different types of texts by combining contextual, semantic, grammatical phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on self-correcting ACELY 1691 Read different types of texts by combining contextual, semantic, grammatical phonic knowledge using text processing strategies for example monitoring meaning, cross checking reviewing ACELY 1680 Use comprehension strategies to build literal inferred meaning begin to evaluate texts by drawing on a growing knowledge of context, text structures language features ACELY 1692 Use comprehension strategies to build literal inferred meaning to exp content knowledge, integrating linking ideas analysing evaluating texts EN2-4A: Reading viewing: draw on experiences, knowledge of the topic or context to work out the meaning of unknown word use metalanguage to describe the effects of ideas, text structures language features of literary texts underst how texts are made cohesive through the use of linking devices including pronoun reference text connectives know that word contractions are a feature of informal language that apostrophes of contraction are used to signal missing letters use graphological, phonological, syntactic semantic strategies to respond to texts, eg knowledge of homophones, contractions, syllables, word families common prefixes read different types of texts by combining contextual, semantic, grammatical phonic knowledge using text processing strategies for example monitoring meaning, cross checking reviewing use comprehension strategies to build literal inferred meaning to exp content knowledge, integrating linking ideas analysing evaluating texts use strategies to confirm predictions about author intent in imaginative, informative persuasive texts recognise cohesive links in texts, eg pronouns that refer back to particular people or things, underst how they contribute to meaning connect information by observing text connectives summarise a paragraph indicate the main idea, key points or key arguments in imaginative, informative persuasive texts interpret text by discussing the differences between literal inferred meanings justify interpretations of a text, including responses to characters, information ideas EN2-10C: Thinking imaginatively creatively: thinks imaginatively, creatively interpretively about information, 144

146 ACELY 1605 Discuss how authors illustrators make stories exciting, moving absorbing hold readers interest by using various techniques, for example character development plot tension ACELT 1594 Discuss texts in which characters, events settings are portrayed in different ways, speculate on the authors reasons ACELT 1602 Make connections between the ways different authors may represent similar storylines, ideas relationships ACELA 1479 Underst that paragraphs are a key organisational feature of written texts ACELT 1606 Underst, interpret experiment with a range of devices deliberate word play in poetry other literary texts, for example nonsense words, spoonerisms, neologisms puns ideas texts when responding to composing texts discuss how authors illustrators make stories exciting, moving absorbing hold readers' interest by using various techniques, for example character development plot tension identify analyse the different organisational patterns features to engage their audience identify creative language features in imaginative, informative persuasive texts that contribute to engagement identify discuss how vocabulary establishes setting atmosphere justify interpretations of a text, including responses to characters, information ideas, eg 'The main character is selfish because ' make connections between the ways different authors may represent similar storylines, ideas relationships EN2-5A: : use knowledge of alphabetical order to locate information in texts, eg dictionaries, glossaries EN2-9B: Grammar, punctuation vocabulary: underst that effective organisation of ideas in imaginative, informative persuasive texts enhances meaning underst that choice of vocabulary impacts on the effectiveness of texts underst that paragraphs are a key organisational feature of written texts EN2-2A: Writing representing: plans, composes reviews a range of texts that are more deming in terms of topic, audience language underst, interpret experiment with a range of devices deliberate word play in poetry other literary texts, for example nonsense words, spoonerisms, neologisms puns 145

147 ACELY 1678 Australian Curriculum Identify the audience purpose of imaginative, informative persuasive texts ACELA 1490 Underst how texts vary in complexity technicality depending on the approach to the topic, the purpose the intended audience ACELY 1690 Identify characteristic features used in imaginative, informative persuasive texts to meet the purpose of the text ACELA 1478 Underst how different types of texts vary in use of language choices, depending on their purpose context ACELA 1483 Identify the effect on audiences of techniques, for example shot size, vertical camera angle layout in picture books, advertisements film segments ACELA 1496 Explore the effect of choices when framing an image, placement of elements in the image, salience on composition of still moving images in a range of types of texts ACELA 1793 Identify features of online texts that enhance readability including text, navigation, links, graphics layout ACELA 1492 Recognise how quotation marks are used in texts to signal dialogue, titles quoted (direct) speech ACELT 1599 Discuss how language is used to describe the settings in texts, explore how the settings shape the events Year 4: Levels 1-4 EN2-8B: Reading viewing: New South Wales identifies compares different kinds of texts when reading viewing shows an understing of purpose, audience subject matter identify the audience purpose of imaginative, informative persuasive texts underst how texts vary in complexity technicality depending on the approach to the topic, the purpose the intended audience interpret how imaginative, informative persuasive texts vary in purpose, structure topic identify organisational patterns language features of print visual texts appropriate to a range of purposes identify characteristic features used in imaginative, informative persuasive texts to meet the purpose of the text underst how different types of texts vary in use of language choices, depending on their purpose context explore the effect of choices when framing an image, placement of elements in the image, salience on composition of still moving images in a range of types of texts identify features of online texts that enhance readability including text, navigation, links, graphics layout recognise the use of figurative language in texts, eg similes, metaphors, idioms personification, discuss their effects recognise how quotation marks are used in texts to signal dialogue, titles quoted (direct) speech discuss how language is used to describe the settings in texts, explore how the settings shape the events influence the mood of the narrative discuss the nature effects of some language devices used to enhance meaning shape the reader's reaction, including rhythm onomatopoeia in poetry prose identify interpret the different forms of visual information, including maps, tables, charts, diagrams, animations images 146

148 influence the mood of the narrative ACELT 1600 Discuss the nature effects of some language devices used to enhance meaning shape the reader s reaction, including rhythm onomatopoeia in poetry prose ACELA 1450 Underst concepts about print screen, including how different types of texts are organised using page numbering, tables of content, headings titles, navigation buttons, bars links ACELA 1466 Know some features of text organisation including page screen layouts, alphabetical order, different types of diagrams, for example timelines ACELA 1471 Underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words ACELA 1455 Recognise know how to use morphemes in word families for example play in played playing ACELA 1472 Recognise common prefixes suffixes how they change a word s meaning ACELA 1452 Explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) ACELA 1477 Examine how evaluative language can be varied to be more or less forceful EN1-10C: Thinking imaginatively creatively: thinks imaginatively creatively about familiar topics, ideas texts when responding to composing texts predict discuss ideas drawn from picture books digital stories EN1-5A: : underst how to use digraphs, long vowels, blends silent letters to spell words, use morphemes syllabification to break up simple words use visual memory to write irregular words recognise common prefixes suffixes how they change a word's meaning begin to underst how knowledge of word origins supports spelling vocabulary EN1-9B: Grammar, punctuation vocabulary: explore differences in words that represent people, places things (nouns, including pronouns), happenings states (verbs), qualities (adjectives) details such as when, where how (adverbs) EN2-7B: Writing representing: make inferences about character motives, actions, qualities characteristics when responding to texts identify analyse the purpose audience of imaginative, informative persuasive texts underst how characters, actions events in imaginative texts can engage the reader or viewer underst how a range of language features can shape readers' viewers' understing of subject matter examine how evaluative language can be varied to be more or less forceful underst how audience purpose influence the choice of vocabulary compare review written visual texts for different purposes audiences 147

149 Australian Curriculum Years 5/6: Levels 1-4 New South Wales ACELA 1504 Underst how texts vary in purpose, structure topic as well as the degree of formality ACELY 1711 Analyse how text structures language features work together to meet the purpose of a text ACELT 1611 Underst, interpret experiment with sound devices imagery, including simile, metaphor personification, in narratives, shape poetry, songs, anthems odes ACELA 1524 Identify explain how analytical images like figures, tables, diagrams, maps graphs contribute to our understing of verbal information in factual persuasive texts ACELY 1712 Select, navigate read texts for a range of purposes, applying appropriate text processing strategies interpreting structural features, for example table of contents, glossary, chapters, headings subheadings ACELY 1702 Navigate read texts for specific purposes applying appropriate text processing strategies, for example predicting confirming, monitoring meaning, skimming scanning ACELY 1703 Use comprehension strategies to analyse information, integrating linking ideas from a variety of print digital sources EN3-3A: Reading viewing: uses an integrated range of skills, strategies knowledge to read, view comprehend a wide range of texts in different media technologies underst how texts vary in purpose, structure topic as well as the degree of formality analyse how text structures language features work together to meet the purpose of a text recognise compare how composers use a range of language features, including connectives, topic sentences active passive voice, to achieve their purposes identify the impact of first-person third-person narration on the reader/viewer recognise how grammatical features help to build meaning in texts, including reference links adverbial adjectival phrases recognise evaluative language, including emotive language modality underst, interpret experiment with sound devices imagery, including simile, metaphor personification, in narratives, shape poetry, songs, anthems odes identify explain how analytical images like figures, tables, diagrams, maps graphs contribute to our understing of verbal information in factual persuasive texts select, navigate read texts for a range of purposes, applying appropriate text processing strategies interpreting structural features, for example table of contents, glossary, chapters, headings subheadings navigate read texts for specific purposes applying appropriate text processing strategies, for example predicting confirming, monitoring meaning, skimming scanning interpret picture books, comic strips sequences of digital images which do not contain written text use comprehension strategies to interpret analyse information ideas, 148

150 ACELY 1713 Use comprehension strategies to interpret analyse information ideas, comparing content from a variety of textual sources including media digital texts ACELT 1616 Identify, describe, discuss similarities differences between texts, including those by the same author or illustrator, evaluate characteristics that define an author s individual style ACELA 1518 Underst how authors often innovate on text structures play with language features to achieve particular aesthetic, humorous persuasive purposes effects ACELT 1617 Identify the relationship between words,, imagery language patterns in narratives poetry such as ballads, limericks free verse ACELT 1612 Create literary texts using realistic fantasy settings characters that draw on the worlds represented in texts students have experienced ACELT 1618 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways ACELT 1614 Analyse evaluate similarities differences in texts on similar topics, themes or plots ACELA 1513 Underst how to use banks of known words, as well as word origins, prefixes suffixes, to learn spell new words ACELA 1514 Recognise uncommon plurals, for example foci Underst how to use banks of known words, word comparing content from a variety of textual sources including media digital texts summarise a text evaluate the intended message or theme analyse evaluate the way that inference is used in a text to build understing in imaginative, informative persuasive texts EN3-7C: Thinking imaginatively creatively: thinks imaginatively, creatively, interpretively critically about information ideas identifies connections between texts when responding to composing texts recognise explain creative language features in imaginative, informative persuasive texts that contribute to engagement meaning interpret events, situations characters in texts think critically about aspects of texts such as ideas events think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text identify, describe, discuss similarities differences between texts, including those by the same author or illustrator, evaluate characteristics that define an author's individual style compare how composers illustrators make stories exciting, moving absorbing to hold readers' interest underst how authors often innovate on text structures play with language features to achieve particular aesthetic, humorous persuasive purposes effects identify the relationship between words,, imagery language patterns in narratives poetry such as ballads, limericks free verse create literary texts that adapt or combine aspects of texts students have experienced in innovative ways adapt aspects of print or media texts to create new texts by thinking creatively imaginatively about character, setting, narrative voice, dialogue events analyse evaluate similarities differences in texts on similar topics, themes or plots EN3-4A: : underst how to use banks of known words, word origins, base words, suffixes prefixes, morphemes, spelling patterns generalisations to 149

151 origins, base words, suffixes prefixes, morphemes, spelling patterns generalisations to learn spell new words, for example technical words words adopted from other languages ACELT 1615 Identify explain how choices in language, for example modality, emphasis, repetition metaphor, influence personal response to different texts ACELY 1698 Show how ideas points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective subjective language, that these can change according to context ACELA 1506 Underst how the grammatical category of possessives is signalled through apostrophes how to use apostrophes with common proper nouns ACELA 1512 Underst the use of vocabulary to express greater precision of meaning, know that words can have different meanings in different contexts ACELA 1525 Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling opinion ACELY 1704 Plan, draft publish imaginative, informative persuasive print multimodal texts, choosing text structures, language features, images sound appropriate to purpose audience Plan, draft publish imaginative, informative persuasive texts, choosing experimenting with text structures, language features, images digital resources appropriate to purpose audience learn spell new words, for example technical words words adopted from other languages EN3-6B: Grammar, punctuation vocabulary: uses knowledge of sentence structure, grammar, punctuation vocabulary to respond to compose clear cohesive texts in different media technologies underst that language is structured to create meaning according to audience, purpose context underst that choices in grammar, punctuation vocabulary contribute to the effectiveness of texts identify explain how choices in language, for example modality, emphasis, repetition metaphor, influence personal response to different texts show how ideas points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective subjective language, that these can change according to context identify a variety of connectives in texts to indicate time, add information, clarify understing, show cause effect indicate condition/concession underst how the grammatical category of possessives is signalled through apostrophes how to use apostrophes with common proper nouns underst the use of vocabulary to express greater precision of meaning, know that words can have different meanings in different contexts investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling opinion EN3-2A: Writing representing: underst appreciate the way texts are shaped through exploring a range of language forms features ideas identify explore underlying themes central storylines in imaginative texts explore analyse the effectiveness of informative persuasive devices in texts plan, draft publish imaginative, informative persuasive texts, choosing experimenting with text structures, language features, images 150

152 ACELY 1707 Use a range of software including word processing programs with fluency to construct, edit publish written text, select, edit place visual, print audio elements ACELY 1717 Use a range of software, including word processing programs, learning new functions as required to create texts digital resources appropriate to purpose audience underst, interpret experiment with the use of imagery in imaginative texts, poetry songs, eg similes, metaphors, personification sound devices such as alliteration use a range of software, including word processing programs, learning new functions as required to create texts 151

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