LANGUAGE- Expressing and Developing Ideas- ENGLISH F-6

LANGUAGE- Expressing and developing ideas- ENGLISH F-6

YEAR LEVEL / SUB-STRAND ELEMENT / · ELABORATION / ENGLISH MODE / GENERAL CAPABILITIES / CROSS-CURRICULA PRIORITIES /
0F / Know how to use onset and rime to spell words (ACELA1438) / ·  breaking words into onset and rime, for example c/at
·  building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot / LISTENING, SPEAKING, WRITING / Literacy
0F / 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 (ACELA1758) / ·  recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds
·  writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words
·  knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds / LISTENING, SPEAKING, WRITING / Literacy
0F / Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) / ·  building vocabulary through multiple speaking and listening experiences
·  discussing new vocabulary found in texts
·  bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics / LISTENING, READING, SPEAKING, WRITING / Literacy , Personal and social competence
0F / Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) / ·  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 make when combined
·  exploring how the combination of print and images in texts create meaning / LISTENING, SPEAKING
0F / Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) / ·  exploring spoken, written and multimodal texts and identifying elements, for example words and images / LISTENING, READING, SPEAKING, WRITING / Literacy
0F / Recognise that sentences are key units for expressing ideas (ACELA1435) / ·  learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
·  creating students' own written texts and reading aloud to the teacher and others / READING, WRITING / Literacy
1 / 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’
• 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
1 / 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
1 / 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
1 / 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
• learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs / LISTENING, READING, SPEAKING, WRITING / Literacy
1 / 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)
• 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
1 / 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')
• using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') / READING, WRITING / Literacy
2 / Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471) / ·  drawing on knowledge of high frequency sight words
·  drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
·  using known words in writing and spell unknown words using developing visual, graphophonic and morphemic knowledge / READING, WRITING / Literacy
2 / Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions (ACELA1467) / ·  learning how to express ideas using compound sentences
·  learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences / LISTENING, READING, SPEAKING, WRITING / Literacy
2 / Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) / ·  joining discussion about how a prefix or suffix affects meaning, for example uncomfortable, older, and division / LISTENING, READING, SPEAKING, WRITING / Literacy
2 / Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) / ·  interpreting new terminology drawing on prior knowledge, analogies and connections with known words / LISTENING, READING, SPEAKING, WRITING / Critical and creative thinking , Literacy / Sustainability
2 / Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469) / ·  comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators / READING / Critical and creative thinking , Literacy
2 / Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete and abstract, and that noun groups can be expanded using articles and adjectives (ACELA1468) / ·  exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
·  exploring illustrations and noun groups in picture books to identify how the noun groups have been represented by an illustrator
·  exploring names of people and places and how to write them using capital letters
·  using selected nouns as a basis for building extended noun groups that provide a clear description of an item / LISTENING, READING, SPEAKING, WRITING / Literacy
3 / Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) / ·  using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es') / READING, WRITING / Ethical behaviour , Literacy
3 / Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) / ·  identifying different types of verbs and the way they add meaning to a sentence
·  exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
·  exploring the use of sensing verbs and how they allow readers to know what characters think and feel
·  exploring the use of relating verbs in constructing definitions and descriptions
·  learning how time is represented through the tense of a verb and other structural, language and visual features / LISTENING, READING, SPEAKING, WRITING / Literacy
3 / Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) / ·  noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture
·  observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness / READING / Literacy
3 / Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) / ·  exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context / LISTENING, READING, SPEAKING, WRITING / Ethical behaviour , Literacy
3 / Recognise high frequency sight words (ACELA1486) / ·  becoming familiar with most high-frequency sight words / READING, SPEAKING / Literacy
3 / Understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to be in agreement (ACELA1481) / ·  knowing that a clause is basically a group of words that contains a verb
·  knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances / LISTENING, READING, SPEAKING, WRITING / Literacy
4 / Recognise homophones and know how to use context to identify correct spelling (ACELA1780) / ·  using meaning and context when spelling words (for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’ / WRITING / Literacy
4 / Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) / ·  •participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information / READING / Literacy , Numeracy
4 / Understand that the meaning of sentences can be enriched through the use of noun and verb groups and prepositional phrases (ACELA1493) / ·  creating richer, more specific descriptions through the use of noun groups (for example in narrative texts, 'Their very old Siamese cat'; in reports, 'Its extremely high mountain ranges' / LISTENING, READING, SPEAKING, WRITING / Literacy
4 / Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) / ·  investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences / LISTENING, READING, SPEAKING, WRITING / Literacy
4 / Understand how adverbials (adverbs and prepositional phrases) work in different ways to provide circumstantial details about an activity (ACELA1495) / ·  investigating in texts how adverbial phrases and clauses can add significance to an action, for example ‘more desperately’, ‘he rose quietly and gingerly moved’ / LISTENING, READING, SPEAKING, WRITING / Literacy
4 / Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) / ·  examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response / READING / Critical and creative thinking , Literacy
4 / Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) / ·  using phonological knowledge (for example long vowel patterns in multi-syllabic words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk')
·  using visual knowledge (for example diphthongs in more complex words and other ambiguous vowel sounds, as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'); silent beginning consonant patterns (for example 'gn' and 'kn')
·  applying generalisations, for example doubling (for example 'running'); 'e'-drop (for example 'hoping') / Literacy
4 / Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) / ·  building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics / LISTENING, READING, SPEAKING, WRITING / Literacy
5 / Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) / ·  interpreting narrative texts told as wordless picture books
·  identifying and comparing sequences of images revealed through different hyperlink choices / READING, SPEAKING / Critical and creative thinking , ICT, Literacy
5 / Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea (ACELA1508) / ·  learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’ / LISTENING, READING, SPEAKING, WRITING / Literacy