Year 1 English · AC9E1LY06

Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event

create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Writers create short texts to report, express an opinion or recount an event, then re-read to edit simple sentences, topic vocabulary, punctuation and spelling.

Learning target: create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

Big idea: Create and edit short texts with clear sentences and topic words

Learning routine: Plan → Write → Re-read → Edit sentence/punctuation/spelling → Publish

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Write, then re-read like an editor

plansimple sentencetopic wordcapital/end markspelling check

Worked example

Question: Fix “my dog run fast” → “My dog runs fast.” It needs a capital, correct verb and full stop.

Edit one thing at a time

Does it make sense?capital?end mark?spelling pattern?topic word?

Sentence audit

Check one sentence for capital, verb and end mark.

Guided practice

  1. Sentence audit — Check one sentence for capital, verb and end mark.
    The frog jumps.
  2. Topic-word insert — Add one precise topic word to a report sentence.
    habitat / shelter
  3. Edit with a partner — Read aloud and fix one spelling or punctuation error.
    my cat sleeps → My cat sleeps.
Clean visual examplesOne-page board

Clean one-page examples

AC9E1LY06 - Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
Example 1

Write, then re-read like an editor plan simple sentence topic word capital/end mark spelling check

Example 2

Worked example Question: Fix “my dog run fast” → “My dog runs fast.” It needs a capital, correct verb and full stop.

Example 3

Edit one thing at a time Does it make sense? capital? end mark? spelling pattern? topic word?

Example 4

Sentence audit Check one sentence for capital, verb and end mark.

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: applying emerging knowledge of text structure and grammar when creating text
  • E2: using learning area vocabulary when creating text
  • E3: creating digital images and composing a story or information sequence on screen using images and captions
  • E4: adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
  • E5: beginning to use dictionaries and resources to check and correct spelling
  • E6: identifying words that might not be spelt correctly
Questions and answersWith answers

Revision Notes

  • Remember: Create and edit short texts with clear sentences and topic words
  • Use the routine: Plan → Write → Re-read → Edit sentence/punctuation/spelling → Publish
  • 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 re-reading: Read the text aloud to catch missing words.
  • Editing everything at once: Check sentence, punctuation and spelling separately.
  • Topic vocabulary missing: Add one precise word from the topic.

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

  • Why re-read your writing?
  • Fix: sam went home
  • What is a topic word?
  • Name one thing to check when editing.

Mastery evidence

  • Create short text
  • Use simple sentences
  • Use topic vocabulary
  • Edit punctuation
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Writers create short texts to report, express an opinion or recount an event, then re-read to edit simple sentences, topic vocabulary, punctuation and spelling.

Learning target: create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

Big idea: Create and edit short texts with clear sentences and topic words

Learning routine: Plan → Write → Re-read → Edit sentence/punctuation/spelling → Publish

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