ENGLISH-+1

=**YEAR 1 ENGLISH** =

• learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people || LISTENING, READING, SPEAKING || Critical and creative thinking, Intercultural understanding, Personal and social competence ||  || • learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions || LISTENING, READING, SPEAKING, WRITING || Critical and creative thinking, Personal and social competence ||  || • considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways || LISTENING, READING, SPEAKING, WRITING || Intercultural understanding, Literacy, Personal and social competence ||  || • becoming familiar with the typical stages of types of text including recount and procedure • using different types of texts, for example procedures (including recipes) and discussing the text structure || LISTENING, READING, WRITING || Critical and creative thinking, Literacy ||  || • discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry || LISTENING, READING, SPEAKING || Critical and creative thinking, Literacy ||  || • reading texts and identifying different sentence-level punctuation • writing different types of sentences, for example statements and questions, and discussing appropriate punctuation || LISTENING, READING, SPEAKING, WRITING || Literacy ||  || • understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young' || READING, WRITING || Literacy ||  || • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs || LISTENING, READING, SPEAKING, WRITING || Literacy ||   || • learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about') || READING, WRITING || Literacy ||   || • using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') || READING, WRITING || Literacy ||   || • recognising and producing rhyming words  • replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')  • saying sounds in order for a given spoken word (for example f/i/sh, th/i/s) || LISTENING, SPEAKING || Literacy ||   || • saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') || READING, WRITING || Literacy ||  || • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’) || READING, WRITING || Literacy ||  || • identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous • discussing the characters of fictional animals and how they relate to those of humans || LISTENING, READING, SPEAKING || Critical and creative thinking, Intercultural understanding || Aboriginal Torres Straight Is history and culture, Asia and Australia’s engagement with Asia || • comparing characters and events in texts to students’ own experiences || LISTENING, READING, SPEAKING || Critical and creative thinking, Personal and social competence ||  || • discussing different texts and considering what is entertaining or appealing • using arts methods and role play to express personal responses to characters and events in stories • discussing different texts and considering what is entertaining or appealing and why • identifying who is telling the story in different texts || LISTENING, READING, SPEAKING || Critical and creative thinking, Personal and social competence ||  || • discussing similarities and differences between texts ( for example features of main characters in different stories) • discussing features of book settings including time (year, season) and place (country or city, realistic or imagined) • discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) || LISTENING, READING, SPEAKING || Critical and creative thinking ||  || • listening to and performing simple haiku poems about familiar topics such as nature and the seasons || LISTENING, SPEAKING || Intercultural understanding || Aboriginal Torres Straight Is history and culture, Asia and Australia’s engagement with Asia || • writing character descriptions drawn from illustrations in stories • retelling key events in stories using oral language, arts, digital technologies and performance media || LISTENING, READING, SPEAKING, WRITING || Critical and creative thinking, ICT || Aboriginal Torres Straight Is history and culture, Asia and Australia’s engagement with Asia || • using drawing and writing to depict and comment on people and places beyond their immediate experience || LISTENING, READING, SPEAKING || Critical and creative thinking, Intercultural understanding, Personal and social competence || Aboriginal Torres Straight Is history and culture || • participating in informal and structured class, group and pair discussions about content area topics, ideas and information • speaking clearly and with appropriate volume • interacting confidently and appropriately with peers, teachers, visitors and community members • learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently • formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions || LISTENING, SPEAKING || Critical and creative thinking, Intercultural understanding, Personal and social competence ||  || • participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others • taking turns, asking and answering questions and attempting to involve others in discussions • demonstrating active listening behaviour and responding to what others say in pair, group and class discussions • experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems • attempting correct pronunciation of new vocabulary || LISTENING, SPEAKING || Personal and social competence ||  || • providing simple explanations about how to do or make something • giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words || LISTENING, SPEAKING || Literacy, Personal and social competence ||  || • selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum || LISTENING, READING, SPEAKING || Critical and creative thinking, Literacy ||  || • combining knowledge of context, meaning, grammar and phonics to decode text • recognising most high frequency sight words when reading text • self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge • reading aloud with developing fluency and intonation || READING, SPEAKING || Critical and creative thinking, Literacy ||  || • making connections between the text and students’ own experiences, and between information in print and images • finding key information in a text • making inferences about characters’ feelings and motives • building knowledge about the topic of the text and learning new vocabulary before and during reading • making predictions from the cover, from illustrations and at points in the text before reading on • retelling the events or key information in the text orally, in writing and/or through digital or arts media || LISTENING, READING, SPEAKING || Critical and creative thinking, ICT, Literacy , Personal and social competence ||   || • applying new vocabulary appropriately in creating text • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events • beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact || WRITING || Critical and creative thinking, Literacy ||  || • reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks • checking for inclusion of capital letters and full stops • identifying words which might not be spelt correctly • beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words || WRITING || Literacy ||  || • learning how each letter is constructed including where to start and the direction to follow • writing words legibly using unjoined print script of consistent size || WRITING ||  ||   || • adding images to digital written communications such as emails with pictures of self, classmates or location || WRITING || ICT ||  ||
 * ~ ENGLISH STRANDS ||~ ENGLISH SUB-STRANDS ||~ SUB-STRAND ELEMENT ||~ ELABORATION ||~ ENGLISH TYPE ||~ GENERAL CAPABILITIES ||~ CROSS-CURRICULA PRIORITIES ||
 * LANGUAGE || Language variation and change || Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443) Elaborations || • recognising how and where signs and symbols are used and placed in students’ school and community
 * LANGUAGE || Language for interaction || Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) || • recognising the effect of words, symbols, gestures and body language on the way communications are received by others || LISTENING, SPEAKING || Intercultural understanding, Literacy, Personal and social competence ||  ||
 * LANGUAGE || Language for interaction || Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) || • learning the difference between questions and statements, requests and commands
 * LANGUAGE || Language for interaction || Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) || • extending students’ vocabularies for the expression of feelings and emotions
 * LANGUAGE || Text structure and organisation || Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) || • discussing and comparing the purposes of familiar texts drawn from local contexts and interests
 * LANGUAGE || Text structure and organisation || Understand patterns of repetition and contrast in simple texts (ACELA1448) || • identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)
 * LANGUAGE || Text structure and organisation || Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) || • using intonation and pauses in response to punctuation when reading
 * LANGUAGE || Text structure and organisation || Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) || • learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts || READING, WRITING || ICT, Literacy, Numeracy ||  ||
 * LANGUAGE || Expressing and developing ideas || Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is doing or receiving the action?’ and the circumstances surrounding the action (ACELA1451) || • knowing that, in terms of meaning, a basic clause represents: what is happening (verb); who or what is participating (noun group); and the surrounding circumstances (adverbial)
 * LANGUAGE || Expressing and developing ideas || Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452) || • talking about effective words that describe a place, person or event
 * LANGUAGE || Expressing and developing ideas || Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) || • talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’ || READING || Critical and creative thinking, Literacy || Sustainability ||
 * LANGUAGE || Expressing and developing ideas || Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454) || • learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions || LISTENING, READING, SPEAKING, WRITING || Literacy, Personal and social competence ||  ||
 * LANGUAGE || Expressing and developing ideas || Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778) || • writing one-syllable words containing known blends, for example ‘bl’, ‘st’
 * LANGUAGE || Expressing and developing ideas || Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455) || • building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')
 * LANGUAGE || Sound and letter knowledge || Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) || • recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word
 * LANGUAGE || Sound and letter knowledge || Recognise sound --- letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) || • saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue')
 * LANGUAGE || Sound and letter knowledge || Understand the variability of sound --- letter matches (ACELA1459) || • recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)
 * LITERATURE || Literature and context || Discuss how authors create characters using language and images (ACELT1581) || • identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts, and how spiritual beings are represented in Aboriginal and Torres Strait Islander stories
 * LITERATURE || Responding to literature || Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) || • discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)
 * LITERATURE || Responding to literature || Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) || • sharing favourite texts and authors and some reasons for preferences
 * LITERATURE || Examining literature || Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) || • examining different types of literature including traditional tales, humorous stories and poetry
 * LITERATURE || Examining literature || Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) || • exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures
 * LITERATURE || Creating literature || Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) || • creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
 * LITERACY || Texts in context || Respond to texts drawn from a range of cultures and experiences (ACELY1655) || • exploring some of the meanings and teachings embedded in Dreaming stories
 * LITERACY || Interacting with others || Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) || • listening for details in spoken informative texts
 * LITERACY || Interacting with others || Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) || • identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')
 * LITERACY || Interacting with others || Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) || • reporting the results of group discussions
 * LITERACY || Interpreting, analysing and evaluating || Describe some differences between imaginative informative and persuasive texts (ACELY1658) || • comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’
 * LITERACY || Interpreting, analysing and evaluating || Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) || • using contextual and semantic knowledge to make predictions about a text’s purpose and content
 * LITERACY || Interpreting, analysing and evaluating || Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) || • using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
 * LITERACY || Creating texts || Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) || • referring to learned knowledge of text structure and grammar when creating a new text
 * LITERACY || Creating texts || Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) || • adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
 * LITERACY || Creating texts || Write using unjoined lower case and upper case letters (ACELY1663) || • using correct posture and pencil grip
 * LITERACY || Creating texts || Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) || • creating digital images and composing a story or information sequence on screen using images and captions

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