Language Words Progression

CONTENTS

1. ENGLISH ALPHABET

2. SPELLING BY SOUND

Phonemes
Syllables

3. SPELLING BY SIGHT

4. SPELLING USING MEANING

Morphemes
Prefixes
Suffixes
Affixes
Word Patterns
Homophones
Plurals
Uncommon Plurals
Banks of Words

This progression contains the key elements in word structure (and spelling strategies) 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. English Alphabet

The English alphabet is made up of five vowels ( a, e, i, o, u ) and twenty-one consonants ( b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z).

2. Spelling by Sound

PHONEMES are the smallest units of sound in a word. Three distinct units of sound can be heard in ‘bat’ ( / b/ /a/ /t/ ) and in ‘shop’ ( /sh/ /o/ /p/ )

It is important to identify the difference between letters and sounds. The names of letters we recall by reciting the alphabet are not usually the sounds they make in our reading and speaking.

The sounds of letters in the alphabet referred to in early reading and writing are short sounds as in apple, bottle, cat and so on.

Suggestions: Chants (such as A is for apple- a, a, a….. B is for bottle- b, b, b…… C is for cat- c, c, c …… etc.); Wall charts with pictures of familiar objects as above.

Identifying the names of letters as long sounds is a useful clue to spelling words as literacy progresses, and is particularly important in words containing vowels and frequent letter combinations.

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

ACELA1458 Recognise sound-letter matches including common vowel and consonant digraphs and consonant blends.

Digraphs are two letters representing a single sound : these can be two vowels, two consonants or vowel/consonant blends.

Suggestions: Extend chants and wall charts mentioned above to digraphs and to starting sound (onset) and ending sound (rime).

ACELA1457 Manipulate sounds in spoken words including phoneme deletion and substitution.

Suggestions: Replace sounds in spoken words to make new words and say and separate sounds in order for a given word.

ACELA1459 Understand the variability of sound-letter matches.

Suggestions: Recognise that letters can have more than one sound and that sounds can be produced by different letters.

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

ACELA1474 Recognise most sound-letter matches including silent letters, vowel/consonant digraphs and many less common sound-letter combinations

Suggestions: Recognise when some letters are silent and provide the sound for less common sound-letter matches.

SYLLABLES are parts of a word pronounced as a unit consisting of a vowel alone or with one with one or more consonants.

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Spelling

ACELA1778 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

Suggestions: Write one syllable words containing known blends (for example ‘bl’ and ‘st’ and learn an increasing number of high-frequency sight words recognised in shared texts and in texts read independently (for example ‘one’, ‘have’, ‘them’, ‘about’). Reinforce with test/homework lists.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling

ACELA1471 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.

Suggestions: Expand knowledge of high-frequency sight words, reinforce with test/homework lists, practice breaking words into phonemes and syllables to spell them and use known and unknown words in writing.

Extending Spelling by Sound using pronunciation (Spell as you pronounce syllable by syllable)

Some clues for syllabification are

Begin a syllable with a consonant when the consonant is between two vowels and the first vowel has a long sound
End a syllable with a consonant when the consonant is between two vowels and the first vowel is short
Adjoining consonants most often separate into syllables
Double consonants are not divided when a suffix is added

The following simple method is helpful in improving spelling.

Say the word slowly out loud.
Spell the word aloud syllable by syllable.
Pronounce the word again as you write syllable by syllable.ACELA1471 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.
Suggestions: Expand knowledge of high-frequency sight words, practice breaking words into phonemes and syllables to spell them and use known and unknown words in writing.
Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling

3. Spelling by Sight

High-frequency words are the most commonly used words in written English text and often do not use regular or common letter patterns. These need to be learnt by sight (for example: come, many, one, they, there, watch). Learning high-frequency sight words is an ongoing process sped up with reading and writing practice and the compilation of individual and class spelling lists.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling

ACELA1471 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.

Suggestions: Expand knowledge of high-frequency sight words, compile banks of known words, personal dictionaries, practice breaking words into phonemes and syllables to spell them and use known and unknown words in writing. Compile wall charts and add to sight- word lists.

4. Spelling using Meaning

MORPHEMES (See also language structures – grammar)

A morpheme is any one of the minimal units of a language, each constituting a word or meaningful parts of a word that cannot be divided into smaller grammatical parts (Reference: The Random House Dictionary of the English Language).

Knowledge of morphemes, morphemic processes and different forms and processes is very helpful in working out how to spell and read words. Morphemic knowledge is increased with speaking, reading and writing practice, and familiarity with language forms and processes, some of which are specifically identified below.

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Spelling

ACELA1455 Recognise and know how to use morphemes in word families for example ‘play’, ‘played’ and ‘playing’.

Suggestions: Build word families and use morphemes to read words. Compile wall charts and add to sight word lists.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling

ACELA1471 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.

Suggestions: Expand knowledge of high-frequency sight words, practice breaking words into phonemes and syllables to spell them and use known and unknown words in writing.

PREFIXES

A prefix is a morpheme of one or two syllables added to the beginning of a word to change its meaning, for example, ‘un’, ‘dis’, ‘il’, ‘mis’, ‘super’.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling

ACELA1472 Recognise common prefixes and suffixes and how they change a word’s meaning.

Suggestion: Discuss how a prefix or suffix affects meaning, for example ‘uncomfortable’, ‘older’ and ‘division’. Compile wall charts describing rules of prefixes and suffixes with class lists, comparison tables and add to sight word lists.

SUFFIXES

A suffix is a morpheme added to the end of a word to change its meaning, for example, ‘able’, ‘ing’, ‘ly’, ‘ness’ and ‘ous’. Some suffixes are troublesome to spellers. R ules and examples for adding the following suffixes are worth exploring: -able, -ible, -ly, -ous, -er, -or. Some suffixes follow no particular rule and words containing the following need to be remembered: -ar, -ance, -ancy, -ant, -ence, -ency, -ent, -ense, -ary, -ery, -ise, -ize.

Generally when a suffix is added, the ‘y’ remains if it follows a vowel : when a consonant precedes the ‘y’, the ‘y’ changes to an ‘I’ when suffixes are added. Generally drop the final ‘e’ before adding a suffix beginning with a vowel: retain the final ‘e’ when the suffix begins with a consonant. Rules for doubling the final consonant when adding a suffix require special exploration.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Spelling

ACELA1472 Recognise common prefixes and suffixes and how they change a word’s meaning.

Suggestion: Discuss how a prefix or suffix affects meaning, for example ‘uncomfortable’, ‘older’ and ‘division’. Compile wall charts, comparison tables and add to sight word lists.

AFFIXES

Affixes are added to nouns and adjective: ‘al’ meaning of, belonging to, pertaining to or appropriate to: ‘el’ originally diminishing the meaning of a word : ‘le’ is the most common affixes.

WORD PATTERNS

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

ACELA1448 Understand patterns of repetition and contrast in simple texts

Suggestions: Identify patterns of vocabulary in texts such as class/sub-class patterns, compare/contrast patterns, cause and effect patterns and word association/collocation. Identify some language patterns and repetition in stories and poetry. Construct wall charts of rhyming words, learning new words based on knowledge of known words. Construct relevant cloze exercises.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Spelling

ACELA1779 Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters.

Suggestions: Use phonological knowledge ( for example long vowel patterns in multi-syllabic words) and consonant clusters ( for example ‘straight’, ‘throat’, ‘screen’, ‘squawk’. Use visual knowledge, for example diphthongs in more complex words and other vowel sounds that have multiple representations in spelling, as in ‘oy’, ‘oi’, ‘ou’, ‘ow’, ‘u’, ‘ough’, ‘au’, “aw” and silent beginning consonant patterns, for example ‘gn’ and ‘kn’. Apply generalisations, for example doubling (for example ‘running’),and ‘e’ drop (for example ‘hoping’ ). Compile spelling strategies charts.

HOMOPHONES

Words pronounced alike but differing in spelling and meaning are called homophones. For example: ‘air’ and ‘heir’; ‘ate’ and ‘eight’; ‘beat’ and ‘beet’; ‘some’ and ‘sum’.

Australian Curriculum Requirement Year 3 / NSW Syllabus Stage 2 Spelling

ACELA1485 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’.

Suggestions: Use spelling strategies such as phonological knowledge, for example diphthongs and other vowel sounds that have multiple representations in spelling: 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’.

Australian Curriculum Requirement Year 4 / NSW Syllabus Stage 2 Spelling

ACELA1780 Recognise homophones and know how to use context to identify correct spelling.

Suggestions: Use meaning and context when spelling words, for example, homophones.

PLURALS

Most English nouns add an ‘s’ to form a plural (not apostrophe ‘s’ which indicates ownership- see WhatWhen conventions for Grammar).

Some exceptions are:

Nouns ending in a sibilant sound ( s, ss, sh, soft ch, x, or z ) add ‘es’ to form the plural.
Nouns ending in a long ‘o’ usually add ‘es’ to form the plural (exceptions are: music groups-altos, sopranos, contraltos, pianos, pianos, solos; circular appearance group- dynamos, cameos, silos; miscellaneous group- bronchos, studios, tattoos, torsos).
Nouns ending in ‘f’ or ‘fe’, change to ‘v’ and add ‘es’ to form the plural (exceptions are: nouns ending in ‘ief’, ‘oof’ and ‘rf’ add only ‘s’ for the plural).

Nouns ending in a ‘y’ preceded by a consonant or ‘qu’, change the ‘y’ to an ‘i’ and add ‘es’ to form the plural.

UNCOMMON PLURALS

Different languages of origin of words in common English usage have special forms of plurals. Some examples are:

Old English: child (children); brother (brethren); ox (oxen); foot (feet); tooth (teeth); goose (geese); cannon (cannon or cannons); deer (deer); sheep (sheep); swine (swine); louse (lice); mouse (mice); man (men); Woman (women).
Latin: alumnus (alumni); fungus (fungi); focus (foci); radius (radii); bacillus (bacilli); terminus (termini) and medium (media); addendum (addenda); bacterium (bacteria); candelabrum (candelabra); curriculum (curricula); desideratum (desiderata); erratum (errata); maximum (maxima); stadium (stadia); stratum (strata).
Greek: analysis (analyses); antithesis (antitheses); axis (axes); crisis (crises); ellipsis (ellipses); oasis (oases); parenthesis (parentheses); synopsis (synopses).
Ancient Greek: automaton (automata); criterion (criteria).
French: beau (beaux or beaus); tableau (tableaux or tableaus); chateau (chateaux); portmanteau (portmanteaux).
Familiar Italian plurals: spaghetti; confetti; banditti; ravioli.Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 SpellingSuggestions: Recognise that knowledge of word origins is interesting and it extends knowledge of vocabulary and spelling. Explore examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of culturesACELA1514 Recognise uncommon plurals, for example ‘foci’
Suggestions: Use knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals. Compile charts of origins and rules for plurals.
ACELA1500 Understand that the pronunciation, spelling and meanings of words have histories and change over time Note: This requirement also appears in column headed ‘Exploring Texts’.

BANKS OF WORDS

Australian Curriculum Requirement Year 1 / NSW Syllabus Stage 1 Speaking and Listening

ACELA1454 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

Suggestions: Learn forms of address for visitors and how to use language to ask for information. Compile wall charts of word banks and add to sight word lists. Compile relevant cloze exercises.

Australian Curriculum Requirement Year 2 / NSW Syllabus Stage 1 Writing and Representing

ACELA1470 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

Suggestions: Interpret new terminology drawing on prior knowledge, analogies and connections with known words. Compile wall charts and add to sight word lists. Add to personal dictionaries.

Australian Curriculum Requirement Year 5 / NSW Syllabus Stage 3 Spelling

ACELA1513 Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words.

Suggestions: Learn how words originally hyphenated are now written without a hyphen, and suffixes change over time according to changing attitudes. Compile wall charts and banks of words illustrating spelling and usage changes over time.

Australian Curriculum Requirement Year 6 / NSW Syllabus Stage 3 Spelling

ACELA1526 Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages.

Suggestions: Identify and adopt a range of spelling strategies to recall and attempt to spell new words. Use a dictionary to correct students’ own spelling.

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