T1 T2 T3 T4 Language Language variation and change Understand that English is one of many languages spoken in Australia and that

different languages may be spoken by family, classmates and community Language for interaction Explore how language is used differently at home and school depending on the relationships between people

Introduced

Revised/ incidental

English (Foundation)
Activities Notes

1. learning that language varies according to the relationships between people, 2. learning that we use a different tone and style of language with different people 3. learning to ask relevant questions and to express requests and opinions in ways that suit different contexts 1. learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers 2. learning that we use a different tone and style of language with different people 3. learning to ask relevant questions and to express requests and opinions in ways that suit different contexts 1. recognising some of the ways we can use speech, gesture, writing and media to communicate feelings 2. recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations 1. sharing experiences of different texts and discussing some differences 2. discussing the purpose of texts, for example This text will tell a story, This text will give information 3. repeating parts of texts, for example characteristic refrains,

Understand that language can be used to explore ways of expressing needs, likes and dislikes

Text structure and organisation Understand that texts can take many forms, can be very short or quite long and that stories

and informative texts have different purposes Understand that some language in written texts is unlike everyday spoken language Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

predicting cumulative storylines, reciting poetic and rhyming phrases 1. learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present 1. pointing to the letters and the punctuation in a text 2. commenting on punctuation encountered in the everyday texts, for example Thats the letter that starts my name, The name of my family and my town has a capital letter

Expressing and developing ideas Recognise that sentences are key units for expressing ideas Recognise that texts are made up of words and groups of words that make meaning Explore the different contribution of words and

1. learning about print: direction of print and return sweep, spaces between words 2. learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts 3. learning about front and back covers; title and author, layout and navigation of digital/screen texts 4. learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu 1. learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy') 2. creating students' own written texts and reading aloud to the teacher and others 1. exploring spoken, written and multimodal texts and identifying elements, for example words and images 1. talking about how a different story is told if we read only the words, or only the pictures; and the story that words and pictures

images to meaning in stories and informative texts

make when combined 2. exploring how the combination of print and images in texts create meaning 1. building vocabulary through multiple speaking and listening experiences 2. discussing new vocabulary found in texts 3. bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics 1. recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds 2. writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words 3. knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds 1. breaking words into onset and rime, for example c/at 2. building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot 1. listening to the sounds a student hears in the word, and writing letters to represent those sounds 2. identifying rhyme and syllables in spoken words 3. identifying and manipulating sounds (phonemes) in spoken words 4. identifying onset and rime in one-syllable spoken words 1. identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and community 2. using familiar and common letters in handwritten and digital communications

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Know how to use onset and rime to spell words

Sound and letter knowledge Recognise rhymes, syllables and sounds (phonemes) in spoken words

Recognise the letters of the alphabet and know there are lower and upper case letters

Literature Literature and context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences Responding to literature Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

1. recognising that there are storytellers in all cultures 2. viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources 3. comparing experiences depicted in stories with students own 4. engaging with texts that reflect the social and cultural groups to which students belong 1. talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories 2. engaging with the humour in some stories and repeating favourite lines, jokes and ideas 3. returning to preferred texts and commenting on reasons for selection 1. talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories 2. using art forms and beginning forms of writing to express personal responses to literature and film experiences 3. talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted 1. identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines 2. listening, responding to and joining in with rhymes, poems, chants and songs 1. recognising cultural patterns of storytelling, for example Once upon a time, A long, long time ago, Before the Dreamtime

Share feelings and thoughts about the events and characters in texts

Examining literature Identify some features of texts including events and characters and retell events from a text Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of

traditional texts and rhyme in poetry Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures Creating literature Retell familiar literary texts through performance, use of illustrations and images

1. Using music and actions to enhance appreciation of rhymes, poems, chants and songs 2. Reciting rhymes with actions

1. drawing, labelling and role playing representations of characters or events 2. reciting rhymes with actions 3. using digital technologies to retell events and recreate characters from favourite print and film texts

Literacy Texts in context Identify some familiar texts and the contexts in which they are used Interacting with others Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

1. recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards

1. listening to, remembering and following simple instructions 2. sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps 3. listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question 4. participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language 5. participating in class, group and pair discussions about shared experiences including shared texts 6. asking and answering questions to clarify understanding

Use interaction skills including listening while others speak,

1. learning how to use different voice levels appropriate to a situation, for example learning about inside voices and outside voices

using appropriate voice levels, articulation and body language, gestures and eye contact

2. learning to ask questions and provide answers that are more than one or two words 3. participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas 4. showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate 5. listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts 6. engaging in conversations with peers and adults in home language or dialect 7. asking and answering questions using appropriate intonation 8. speaking so that the student can be heard and understood 9. altering volume for inside and outside situations and when speaking to an audience 1. sharing a personal experience, interest or discovery with peers in a semi-formal situation 2. using visual cues to practise staying on topic 1. talking about what is real and what is imagined in texts 2. identifying and selecting texts for information purposes and commenting on how the text might help with a task

Deliver short oral presentations to peers

Interpreting, analysing, evaluating Identify some differences between imaginative and informative texts Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic

1. navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word 2. reading aloud with attempts at fluency and intonation 3. attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

knowledge

4. predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning 2. talking about the meanings in texts listened to, viewed and read 3. visualising elements in a text (for example drawing an event or character from a text read aloud) 4. providing a simple, correctly-sequenced retelling of narrative texts 5. relating one or two key facts from informative texts 6. finding a key word in a text to answer a literal question 7. making links between events in a text and students own experiences 8. making an inference about a character's feelings 9. discussing and sequencing events in stories 10. drawing events in sequence, recognising that for some Aboriginal andTorres Strait Islander stories the sequence of events may be cyclical

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

Creating texts Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

1. using image-making and beginning writing to represent characters and events in written, film and web-based texts 2. using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts 3. creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some contentspecific words in spoken and written texts 4. using beginning concepts about print, soundletter and word knowledge and punctuation to create short texts

Participate in shared editing of students own texts for meaning, spelling, capital letters and full stops

1. rereading collaboratively developed texts to check that they communicate what the authors intended

Produce some lower case and upper case letters using learned letter formations (ACELY1653) Construct texts using software including word processing programs

1. Produce some lower case and upper case letters using learned letter formations 1. Construct texts using software including word processing programs

Foundation Year achievement standard Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Productive modes (speaking, writing and creating) Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Pre-Primary English Focus

Strategies

*Alphabet book *Bingo *Explicit practice of alphabet and sight words *Questioning about texts read to class *Home book program *Intervention for SAER Writing *Modelled writing- think, listen, write/magic *Writing the letters correctly writing/text forms/counting words&letters/each *Writing ideas (text has a meaning) idea(sentence) has a capital letter & fullstop/capitals *Forms of text-recount, retell, persuasive, for names cards, letters *Daily writing *Concept of word *Explicit teaching of letter formations *Sentence form Speaking and Listening *News *Listening skills *Oral comprehension *Introduce appropriate speaking * Oral sequencing/retell *Comprehension

Reading *Phonemic blending *Comprehension *Retells *Introduce sight words see, like, you, make, look *Reinforce letter sounds

Writing *Writing ideas *Spaces between words *Forms of text- continue previous, introduce recipes Speaking and Listening *Listening skills *Appropriate speaking voice *Comprehension *Speaking to an audience

*Explicit teaching of blending (Say it fast) *Sequencing pictures to show story, with retell. *Teach structure of beginning, middle and end *Comprehension activities based on familiar books covering literal and inferential levels *Continue Bingo and other sound activities *Games with sight words (Bingo, Charlie, memory) *Language group work and Intervention for SAER *Questioning about texts read to class *Home book program *Continue modelled writing, focus on spacing *Daily writing

*News *Oral comprehension * Oral sequencing/retell

Reading *Phonemic segmenting *Comprehension *Introduce sight words come, some, said, have, with *Blending words from letters *Onset&Rime word families *Traditional stories *Sounds ch, sh, oo, y, er

Writing *Writing ideas *Phonemic segmenting *Forms of text- continue previous, introduce poems Speaking and Listening *Listening skills *Appropriate speaking voice *Comprehension *Speaking to an audience, including assembly

*Explicit teaching of segmenting(Say it slow) *Introduce blending from visual word *Sequencing pictures to show story, with retell. *Teach structure of beginning, middle and end *Comprehension activities based on familiar books covering literal and inferential levels *Continue Bingo and other sound activities *Games with sight words (Bingo, Charlie, memory) *Language group work and Intervention for SAER *Questioning about texts read to class *Home book program *Continue modelled writing *Introduce writing using the computer *Daily writing

*News *Oral comprehension * Oral sequencing/retell *School assembly

Reading *Reading simple texts *Continue reinforcing phonemic segmenting and blending *Introduce sight words they, went, to, from, *Blending words from letters *Onset&Rime word families *Comprehension Writing *Forms of text-revise all previous *Introduce simple editing Speaking and Listening *Listening skills *Appropriate speaking voice *Comprehension *Speaking to an audience including concert

*Introduce short texts with regular words *Sequencing pictures to show story, with retell. *Reinforce structure of beginning, middle and end *Comprehension activities based on familiar books and short texts covering literal and inferential levels *Continue Bingo and other sound activities *Games with sight words (Bingo, Charlie, memory) *Language group work and Intervention

*Continue modelled writing *Writing using the computer *Daily writing *News *Oral comprehension * Oral sequencing/retell *Concert

Constant Positives

Reading *Discussing different text forms *Conventions of print Writing *Using language to express emotions *Conventions of print *Full stops & capital letters Speaking and Listening *Awareness of different languages *Home/school language *Using language to express emotions All *Increase and enrich vocabulary. *Share, discuss and respond to stories, songs, rhymes, poems and digital communications *Provide a variety of books at all times *Library weekly (fiction/non-fiction, author, illustrator etc)

Noongar language Incidental experiences Point-of-need teaching of appropriate language Paths and Protective behaviours lessons