Language Text Structures Progression

CONTENTS

NOUNS
ADJECTIVES
VERBS AND ADVERBS
SENTENCES AND CLAUSES
PUNCTUATION
VOCABULARY FOR MEANING
TEXT STRUCTURES FOR PURPOSE

This progression contains the key elements in grammar and text structure as listed above. It provides descriptions and definitions of these, sequencing curriculum requirements for each element and offering some suggestions for how they may be taught.

1. Nouns

Nouns name physical objects (concrete nouns), intangibles (abstract nouns): these are common nouns. Proper nouns denote particular persons, places, days/months and events and start with a capital letter.

Pronouns take the place of nouns: there are different types of pronouns-personal pronouns (for example, I, me, she, her, they and many others); demonstrative pronouns represent a thing or things (for example, this, that, these, those); possessive pronouns refer to the belonging of one person or thing to another person or thing (for example, mine, hers, his, ours ); reflexive pronouns refer back to the subject of a sentence or clause and end in ‘self’ or ‘selves’ (for example, myself, himself); reciprocal pronouns refer to two subjects acting in the same way towards each other (for example, each other, one another); relative pronouns introduce a relative clause (these are who, whom, those, which, that); interrogative pronouns represent things that we do not know and are asking questions about (for example, who, whom, whose, which, that); indefinite pronouns do not refer to any specific person, thing or amount (for example, all, another, anybody, each, many).

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Spelling, punctuation and vocabulary

ACELA1452 Explore differences in words that represent people, places and things (nouns including pronouns, happenings and states (verbs), qualities (adjectives) and details such as where, when and how (adverbs).

Suggestions: Talk about effective words that describe a place, person or event. Identify nouns in texts.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Reading and Viewing

ACELA1468 Understand that nouns represent people, places, concrete objects and abstract objects; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives.

Suggestions: Identify nouns in texts, illustrations of nouns in texts, explore names of people and places and use capital letters in writing names, build extended noun groups/phrases to provide a clear description of an item.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling, punctuation and vocabulary

ACELA1465 Recognise that capital letters signal proper nouns and commas are used to separate items in lists.

Suggestions: Identify proper nouns in texts.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1493 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases.

Suggestions: Create richer, more specific descriptions through the use of noun groups/phrases (for example in narrative texts, ‘their very old Siamese cat’, in reports, ‘its extremely high mountain ranges’).

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1508 Understand how noun groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea.

Suggestions: 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’; observe how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very small cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase).

2. Adjectives

Adjectives describe, identify or quantify a noun or pronoun. Types of adjectives include: number or quantity adjectives (for example, twelve, several ), possessive adjectives (for example, my, his), descriptive adjectives (for example, beautiful, ancient), comparative adjectives (for example, shorter, more difficult), classifying adjectives (for example, wooden (box), passenger (vehicle).

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Spelling, punctuation and vocabulary

Suggestions: Talk about effective words that describe a place, person or event. Identify nouns in texts.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Reading and Viewing

Suggestions: Identify nouns in texts, illustrations of nouns in texts, explore names of people and places and use capital letters in writing names, build extended noun groups/phrases to provide a clear description of an item.

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1508 Understand how noun groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea.

Suggestions: 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’; observe how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very small cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase).

3. Verbs and Adverbs

Verbs describe a happening (for example, ‘climbed’ as in ‘she climbed the ladder’), or a state (for example,’ is’ in ‘a koala is a mammal’). Verbs are essential for clause structure (exception- some ellipses types), almost all have past and present tense forms, other verbs have irregular forms indicating a change in tense and present and past participles (see ‘Tense”). Auxiliary verbs, known as helping verbs precede the main verb (for example- ‘draw’ is helped in ‘has drawn’). Modal verbs express a degree of probability (for example, ‘I might come home’) or a degree of obligation (for example, ‘You must give it to me’).

Verb groups consist of a main verb alone or preceded by one or more auxiliary or modal verbs as in: creating tense in ‘He (was happy)’, expressing modality in ‘He (will have arrived) by now’ and ‘’She (may know) them’ and creating a passive voice in ‘A photo (was taken)’.

Adverbs may modify a verb (for example, ‘beautifully’ in ‘She sings beautifully’, an adjective (for example ‘really’ in ‘he is really interesting’), or another adverb (for example, ‘very’ in ‘she walks very slowly’). Many adverbs have an ‘ly’ ending. Adverbials are words or groups of words that contribute additional, but non-essential, information about a sentence or a verb and are classified on the basis of the kind of meaning involved including time, duration, frequency, place, manner, degree, reason, purpose, condition and concession. Adverbials usually have the form of; an adverb group or phrase with the adverb as the head word, a prepositional phrase, a noun group/phrase or a subordinate clause.

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Spelling, Punctuation and Vocabulary

Suggestions: Talk about effective words that describe a place, person or event. Identify nouns in texts.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1493 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases.

Suggestions: Create richer, more specific descriptions through the use of noun groups/phrases (for example in narrative texts, ‘their very old Siamese cat’, in reports, ‘its extremely high mountain ranges’).

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1495 Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity.

Suggestion: Investigate in texts how adverb group/phrases and prepositional phrases can provide details about the circumstances surrounding a happening or state.

Tense is a grammatical category marked by a verb in which the situation described in the clause is located in time; in the past, present or future.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1482 Understand that verbs represent different processes, for example doing, thinking, saying and relating and that these processes are anchored in time through tense.

Suggestions: Identify types of verbs and how they add meaning to a sentence, explore doing and saying verbs in texts to show how they give information about what characters do and say, explore the use of sensing verbs and how they allow readers to know what characters think and feel, explore the use of relating verbs in constructing definitions and descriptions. Learn how time is represented through the tense of a verb, for example ‘She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’.

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1508 Understand how noun groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea.

Suggestions: 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’; observe how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very small cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase).

Australian Curriculum Requirement Year 6 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1523 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases.

Suggestions: Know that choice of more expressive verbs makes an action more expressive, know that adverb groups/phrases and prepositional phrases can provide important detail about a happening and know the difference between the simple present tense and the simple past tense. Know that the simple present tense is typically used to talk about either present states, actions that happen regularly in the present or that represent ‘timeless’ happenings as in information reports. Know that there are various ways in English to refer to future time.

4. Sentences and Clauses

A Sentence is a set of words that is complete in itself, typically containing a subject and a predicate, conveying a statement, question, exclamation or command, and consisting of a main clause and sometimes one or more subordinate clause (Oxford Dictionary). A clause is the smallest grammatical unit that can express a complete proposition.

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Reading and Viewing 1)

ACELA1451 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is being described?’, ‘Who or what is involved?’ and the surrounding circumstances.

Suggestions: Understand that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase). Identify simple sentences each expressing a single idea represented grammatically by a single independent clause (for example ‘A kangaroo is a mammal. A mammal suckles its young.’).

A compound sentence contains two or more clauses of equal grammatical status, usually marked by a coordinating conjunction such as ‘and’, ‘but’ or ‘or’.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Grammar, Punctuation and Vocabulary

ACELA1467 Understand that single connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction.

Suggestions: Identify compound sentences in texts and practice joining simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1481 Understand that a clause is a unit of grammar usually containing subject and a verb and that these need to be in agreement.

Suggestions: Know that a clause is basically a group of words that contains a verb and has meaning as a unit, and it represents what is happening, what state is being described, or who or what is involved, and the surrounding circumstances.

Australian Curriculum Requirement Year 4 / NSW Syllabus Stage 2 Reading and Viewing

ACELA1491 Understand how texts are made cohesive through the use of linking devices including pronoun references and text connectives.

Suggestions: Identify how authors construct cohesive and coherent texts through the use of pronouns that link to something previously mentioned, determiners (for example ‘this’, ‘that’, ‘theses’, ‘those’, ‘the’) and text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’). Identify how participants are tracked through the text by using pronouns and connectives to time sequence.

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1507 Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause.

Suggestions: Know that complex sentences may make connections between ideas to: provide a reason, to state a purpose, to express a condition, to make a concession, to make connections in time. Understand that a complex sentence usually consists of a main clause and a subordinate clause.

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Reading and Viewing

ACELA1505 Understand the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold.

Suggestions: Identify how writers use the beginning of a sentence to signal how the text is developing.

Australian Curriculum Requirement Year 6 / NSW Syllabus Stage 3 Writing and Representing

ACELA1522 Investigate how complex sentences can be used in a variety of ways to elaborate, expand and explain ideas.

Suggestions: Investigate how the choice of conjunctions enables complex sentences to elaborate, expand and extend ideas.

5. Punctuation

Punctuation is a system of inserting marks or points in writing or printing in order to make the meaning clear. (Macquarie Dictionary)Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Grammar, Punctuation and Vocabulary

ACELA1449 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.

Suggestions: Use intonation and pauses in response to punctuation when reading, identify different sentence-level punctuation in texts when reading, and write different types of sentences (for example questions and exclamations) and discuss punctuation.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling, punctuation and Vocabulary

ACELA1465 Recognise that capital letters signal proper nouns and commas are used to separate items in lists.

Suggestions: Identify proper nouns in texts.

Apostrophes are punctuation marks used to indicate that a noun owns something or to indicate that they are replacing omitted letters in words.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Reading and Viewing

ACELA1480 Know that word contractions are a feature of informal language and that apostrophes of contractions are used to signal missing letters.

Suggestions: Recognise both grammatically accurate and inaccurate usage of apostrophe in everyday texts such as signs in the community and newspapers and advertisements.

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1506 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns.

Suggestions: Learn that regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents’ car’ and for proper nouns the regular possessive is always possible, but a variant form without the second ‘s’ is sometimes found, for example James’s house or James’ house.

Commas

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling, punctuation and Vocabulary

ACELA1465 Recognise that capital letters signal proper nouns and commas are used to separate items in lists.

Suggestions: Identify proper nouns in texts.

Australian Curriculum Requirement Year 6 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1521 Understand the use of commas to separate clauses.

Suggestions: Identify the different uses of commas in texts.

Quotation marks

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Reading and Viewing

ACELA1492 Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech.

Suggestions: Explore texts to identify the use of quotation marks and experiment with the use of quotation marks in writing.

Australian Curriculum Requirement Year4 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1494 Investigate how quoted (direct) and reported (indirect) speech work in different types of text.

Suggestions: Identify examples of direct and reported speech and compare similarities and differences.

6. Vocabulary for Meaning

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELY1698 Show how ideas and points of view in texts are conveyed through the use of vocabulary including idiomatic expressions, objective and subjective language, and that these can change according to context.

Suggestions: Identify the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement.

Australian Curriculum Requirement Year 6 / NSW Syllabus Stage 3 Grammar, Punctuation and Vocabulary

ACELA1525 Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion.

Suggestions: Identify (for example, from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question.

7. Text Structures for Purpose

Texts may be grouped by genre for their purpose to recount, to describe, to persuade or to narrate. They may be grouped by subject matter for example science fiction, fantasy fiction, romance fiction etc. or by their form and structure for example, poetry, novels or short stories.

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Writing and Representing

ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.

Suggestions: Identify the topic and type of a text through its visual presentation, for example cover design, packaging, titles/subtitles and images. Become familiar with the typical stages of text types, for example simple narratives, instructions and expositions.

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Reading and Viewing

ACELA1450 Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of contents, headings and titles, navigation buttons, bars and links.

Suggestions: Identify 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.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Reading and Viewing

ACELA1466 Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines.

Suggestions: Recognise how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information and identify features of screen texts including menu buttons, links and live connections.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage1 Grammar, Punctuation and Vocabulary

ACELA1464 Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms.

Suggestions: Explore how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things. Map examples of word associations in texts, for example words that refer to the main character.

Paragraphs

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Grammar, Punctuation and Vocabulary

ACELA1479 Understand that paragraphs are a key organisational feature of written texts.

Suggestions: Identify how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated on in various ways.

Visual techniques

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Reading and Viewing

ACELA1496 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.

Suggestions: Explore 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.

Online navigational features

ACELA1790 Identify the features of online texts that enhance navigation.

Suggestions: Become familiar with the typical features of online texts, for example, navigation bars and buttons, hyperlinks and sitemaps.

443	Content Description	Elaboration
	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)	recognising how and where signs and symbols are used and placed in students’ school and community learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
444	Content Description	Elaboration
	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
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
446	Content Description	Elaboration
	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 learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
787	Content Description	Elaboration
	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 considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
447	Content Description	Elaboration
	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 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
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
448	Content Description	Elaboration
	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) discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
449	Content Description	Elaboration
	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 reading texts and identifying different sentence-level punctuation writing different types of sentences, for example statements and questions, and discussing appropriate punctuation
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
450	Content Description	Elaboration
	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
	NSW Outcome EN1-8B: A student recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
451	Content Description	Elaboration
	Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)	knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase) 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')
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
452	Content Description	Elaboration
	Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as 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
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
453	Content Description	Elaboration
	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’
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
454	Content Description	Elaboration
	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
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
455	Content Description	Elaboration
	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'
	NSW Outcome EN1-5A: A student uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
457	Content Description	Elaboration
	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 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)
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
458	Content Description	Elaboration
	Recognise sound-letter matches including common vowel and consonant digraphs and consonant blends (ACELA1468)	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')
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
459	Content Description	Elaboration
	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’ recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
778	Content Description	Elaboration
	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')
	NSW Outcome EN1-5A: A student uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
581	Content Description	Elaboration
	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 (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 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
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
582	Content Description	Elaboration
	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) comparing characters and events in texts to students’ own experiences
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
583	Content Description	Elaboration
	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 discussing different texts and considering what is entertaining or appealing and why using arts methods and role play to express personal responses to characters and events in stories identifying who is telling the story in different texts
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
584	Content Description	Elaboration
	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 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)
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
585	Content Description	Elaboration
	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 listening to and performing simple haiku poems about familiar topics such as nature and the seasons
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
586	Content Description	Elaboration
	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 writing character descriptions drawn from illustrations in stories retelling key events in stories using oral language, arts, digital technologies and performance media
	NSW Outcome EN1-10C: A student thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
655	Content Description	Elaboration
	Respond to texts drawn from a range of cultures and experiences (ACELY1655)	exploring some of the meanings and teachings embedded in Dreaming stories using drawing and writing to depict and comment on people and places beyond their immediate experience
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
656	Content Description	Elaboration
	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 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
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
657	Content Description	Elaboration
	Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)	reporting the results of group discussions 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
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
658	Content Description	Elaboration
	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’ 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
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
659	Content Description	Elaboration
	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 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
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
660	Content Description	Elaboration
	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 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
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
661	Content Description	Elaboration
	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 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
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
662	Content Description	Elaboration
	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 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
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
663	Content Description	Elaboration
	Write using unjoined lower case and upper case letters (ACELY1663)	using correct posture and pencil grip 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
	NSW Outcome EN1-3A: A student composes texts using letters of consistent size and slope and uses digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
664	Content Description	Elaboration
	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 adding images to digital written communications such as emails with pictures of self, classmates or location
	NSW Outcome EN1-3A: A student composes texts using letters of consistent size and slope and uses digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
788	Content Description	Elaboration
	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') 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
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014