Planning Unit Directory

Year 1		Year 2		Year 3		Year 4		Year 5		Year 6
Unit No.	TEXT TYPE	Unit No.	TEXT TYPE	Unit No.	TEXT TYPE	Unit No.	TEXT TYPE	Unit No.	TEXT TYPE	Unit No.	TEXT TYPE
1:1	Familiar predictable	2:1	Imaginative	3:1	Family based	4:1	Familiar	5:1	Familiar narrative with computer-based graphics	6:1	Print and digital informative
1:2	Familiar and new predictable	2:2	Informative	3:2	School based	4:2	Poetry and prose with nonsense words	5:2	Protest songs	6:2	Media describing same event
1:3	Dreamtime stories	2:3	Non-verbal and spoken cultural	3:3	Humorous short stories	4:3	Spoonerisms	5:3	Cultural	6:3	Two or more works by same author
1:4	Simple rhyming	2:4	Cultural rhymes, poems and songs	3:4	Informative	4:4	Neologisms	5:4	Formal and informal letters	6:4	Poetry with pathos theme
1:5	Imaginative	2:5	Picture books	3:5	Newspaper articles	4:5	Puns or plays on words	5:5	Persuasive	6:5	Informative texts from different contexts
1:6	Simple narrative	2:6	Different versions of same story	3:6	Mystery themed	4:6	Informative online	5:6	Informative print and digital texts on topic	6:6	Display advertisements
1:7	Informative and imaginative	2:7	Persuasive	3:7	Series- imaginative	4:7	Reports containing facts and opinions	5:7	Poems	6:7	Verse novels
1:8	Signs and symbols	2:8	Less predictable entertaining	3:8	Cultural	4:8	Spoken texts	5:8	Cultural narrative	6:8	Different narratives by humour specialist
1:9	Narrative	2:9	Informative and instructive	3:9	Fantasy and quest	4:9	Poems	5:9	Familiar songs and anthems	6:9	Informative on debatable topic
1:10	Informative and narrative	2:10	Poems, chants and songs	3:10	Poems	4:10	Cultural	5:10	Wordless picture books and hyperlinked digital	6:10	Narratives on similar topic by different authors
1:11	Cultural poetry, chants and songs	2:11	Cultural	3:11	Points of view	4:11	Familiar stories by different authors	5:11	Familiar narrative	6:11	Written and digital informative texts
1:12	Informative	2:12	Imaginative texts in different settings	3:12	Illustrated imaginative	4:12	Early times	5:12	Informative print and digital resources on topic	6:12	Informative texts on topical issue (> persuasive)
1:13	Screen advertisements	2:13	Poems	3:13	Advertisements	4:13	Visual and multimedia	5:13	Literary text
1:14	Cultural	2:14	Topical newspaper or news items	3:14	Poetry and prose	4:14	Familiar exciting story
1:15	Informative	2:15	Simple narratives	3:15	Informative	4:15	Procedure
1:16	Written and digital informative and narrative	2:16	Informative and persuasive texts on topical subject	3:16	Imaginative	4:16	Informative print and digital resources on topic
1:17	Signs in Auslan	2:17	Familiar imaginative			4:17	Familiar imaginative
1:18	Simple predictable	2:18	Poems and songs
1:19	Selected narratives (settings focus)
1:20	Simple narratives

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