Year 1 English · AC9E1LA02

Explore language to provide reasons for likes, dislikes and preferences

A strong preference response names the choice and gives a reason, not just “I like it”

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

A strong preference response names the choice and gives a reason, not just “I like it”.

Learning target: explore language to provide reasons for likes, dislikes and preferences

Big idea: Say likes, dislikes and preferences with clear reasons

Learning routine: State preference → Give reason → Use evidence → Listen/respond

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Use because to explain a preference

I prefer the red coverbecause it is easier to seeI dislike the noisy endingbecause it distracts me

Worked example

Question: Which response gives a reason? “I like the poem because the rhyme is funny.” It says the preference and explains why.

Build a reasoned response

I like...I prefer...because...My reason is...

Reason ladder

Choose a book, game or activity and add one clear reason.

Guided practice

  1. Reason ladder — Choose a book, game or activity and add one clear reason.
    I prefer ___ because ___.
  2. Sort strong responses — Sort responses into ‘reason’ and ‘no reason’.
    I like it. / I like it because it is funny.
  3. Agree and build — Listen to a partner’s preference and add your own reason.
    I agree because...
Clean visual examplesOne-page board

Clean one-page examples

AC9E1LA02 - Explore language to provide reasons for likes, dislikes and preferences
Example 1

Use because to explain a preference I prefer the red cover because it is easier to see I dislike the noisy ending because it distracts me

Example 2

Worked example Question: Which response gives a reason? “I like the poem because the rhyme is funny.” It says the preference and explains why.

Example 3

Build a reasoned response I like... I prefer... because... My reason is...

Example 4

Reason ladder Choose a book, game or activity and add one clear reason.

Curriculum examplesCurriculum examples

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: using words including “because” to introduce reasons for likes, dislikes and preferences
  • E2: exploring comparative words (adjectives) to express the degree of preference; for example, “better”, “faster”
Questions and answersWith answers

Revision Notes

  • Remember: Say likes, dislikes and preferences with clear reasons
  • Use the routine: State preference → Give reason → Use evidence → Listen/respond
  • Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
  • Self-check: change the example slightly and see whether the same reasoning still works.
Practice and reviewReady for practice

3. Common Student Misconceptions

  • No reason: Add because and a real reason.
  • Repeating the same words: Use like, dislike, prefer and reason language.
  • Reason does not match: Check the reason explains the choice.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

  • Complete: I prefer ___ because ___.
  • Which sentence gives a reason?
  • How can you politely disagree?
  • Why is “because” useful?

Mastery evidence

  • State preference
  • Give a reason
  • Use because
  • Listen to others
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

A strong preference response names the choice and gives a reason, not just “I like it”.

Learning target: explore language to provide reasons for likes, dislikes and preferences

Big idea: Say likes, dislikes and preferences with clear reasons

Learning routine: State preference → Give reason → Use evidence → Listen/respond

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