How language is used differently at home and school depending...
explore how language is used differently at home and school depending on the relationships between people
Foundation English
Choose a unit below. Every green Live label marks a complete learning path with the same eight questions used in Worksheet, Practice and Test.
Elaborations are curriculum teaching examples. Coverage points show how many curriculum ideas guide the unit.
explore how language is used differently at home and school depending on the relationships between people
explore different ways of using language to express preferences, likes and dislikes
understand that texts can take many forms such as signs, books and digital texts
understand conventions of print and screen, including how books and simple digital texts are usually organised
recognise that sentences are key units for expressing ideas
recognise that sentences are made up of groups of words that work together in particular ways to make meaning
explore the contribution of images and words to meaning in stories and informative texts
recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators
respond to stories and share feelings and thoughts about their events and characters
recognise different types of literary texts and identify features including events, characters, and beginnings and endings
explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs
retell and adapt familiar literary texts through play, performance, images or writing
identify some familiar texts, such as stories and informative texts, and their purpose
interact in informal and structured situations by listening while others speak and using features of voice including volume levels
identify some differences between imaginative and informative texts
read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant-vowel-consonant words correctly
create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
form most lower-case and upper-case letters using learnt letter formations
recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness)
recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents
write consonant-vowel-consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
use knowledge of letters and sounds to spell words
read and write some high-frequency words and other familiar words
understand that words are units of meaning and can be made of more than one meaningful part