Are you looking to plan effectively using the Australian Curriculum, Assessment and Reporting Authority (ACARA) – English: Year1?
Purchase your copy of Year 1 English | Australian Curriculum Checklist.
THIS RESOURCE INCLUDES:
This resource includes separate pages of the Australian Curriculum, Assessment and Reporting Authority (ACARA) – English: Year 1 and has been reproduced into a checklist to make you a more productive planner.
The following content descriptions that are included in this package are:
LANGUAGE VARIATION AND CHANGE
ACELA1443 – 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.
LANGUAGE FOR INTERACTION
ACELA1444 – Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others.
ACELA1446 – Understand that there are different ways of asking for information, making offers and giving commands.
ACELA1787 – Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions.
TEXT STRUCTURE AND ORGANISATION
ACELA1447 – Understand that the purposes texts shape their structure in predictable ways.
ACELA1448 – Understand patterns of repetition and contrast in simple texts.
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.
ACELA1450 – 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.
EXPRESSING AND DEVELOPING IDEAS
ACELA1451 – 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.
ACELA1452 – 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).
ACELA1453 – Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning.
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.
PHONICS AND WORD KNOWLEDGE
ACELA1457 – Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words.
ACELA1458 – Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words.
ACELA1459 – Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound.
ACELA1778 – Understand how to spell one and two syllable words with common letter patterns.
ACELA1455 – Recognise and know how to use simple grammatical morphemes to create word families.
ACELA1821 – Use visual memory to read and write high-frequency words.
ACELA1822 – Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words.
LITERATURE AND CONTEXT
ACELT1581 – Discuss how authors create characters using language and images.
RESPONDING TO LITERATURE
ACELT1582 – Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences.
ACELT1583 – Express preferences for specific texts and authors and listen to the opinions of others.
ACELT1584 – Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts.
ACELT1585 – Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme.
ACELT1586 – Recreate texts imaginatively using drawing, writing, performance and digital forms of communication.
ACELT1832 – Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary.
TEXTS IN CONTEXT
ACELY1655 – Respond to texts drawn from a range of cultures and experiences.
INTERACTING WITH OTHERS
ACELY1656 – Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions.
ACELY1788 – Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and place.
ACELY1657 – Make short presentations using some introduced text structures and language, for example, opening statements.
INTERPRETING, ANALYSING, EVALUATING
ACELY1658 – Describe some differences between imaginative informative and persuasive texts.
ACELY1659 – Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example, prediction, monitoring meaning and re-reading.
ACELY1660 – 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.
ACELY1661 – 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.
ACELY1662 – Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation.
ACELY1663 – Write using unjoined lower case and upper case letters.
ACELY1664 – Construct texts that incorporate supporting images using software including word processing programs.
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Australian Curriculum, Assessment and Reporting Authority (ACARA)
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