Elaboration (2) ACELY1659

recognising most high frequency sight words when reading text

Elaboration (2) | ACELY1659 | Content Descriptions | Year 1 | English | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 1e

recognise that texts are made up of words and groups of words that make meaning

Grammar knowledge - use knowledge of words and word groups | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum

ACELA1817

Know how to read and write some high-frequency words and other familiar words

Elaborations ScOT Terms

ACELA1817 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELA1823

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds

Elaborations ScOT Terms

ACELA1823 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELA1780

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling

Elaborations ScOT Terms

ACELA1780 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1486

Recognise and know how to write most high frequency words including some homophones

Elaborations ScOT Terms

ACELA1486 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (2) ACELY1669

using knowledge of sound–letter relationships and high frequency sight words when decoding text

Elaboration (2) | ACELY1669 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACELA1817

knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example ‘and’, ‘my’, ‘is’, ‘the’ and ‘went’

Elaboration | ACELA1817 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1821

learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Elaboration | ACELA1821 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1821

Use visual memory to read and write high-frequency words 

Elaborations ScOT Terms

ACELA1821 | Content Descriptions | Year 1 | English | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 2

recognise and use nouns that represent people, places, things and ideas in the learning area and expand nouns to achieve greater precision

Grammar knowledge - use knowledge of words and word groups | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 3

recognise and use adverbs and prepositional phrases that provide detailed descriptions in the learning areas

Grammar knowledge - use knowledge of words and word groups | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 4

expand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses

Grammar knowledge - use knowledge of words and word groups | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 5

recognise and use aspects of language to suggest possibility, probability, obligation and conditionality

Grammar knowledge - use knowledge of words and word groups | Level 5 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 6

develop higher order concepts in academic texts through language features that compact and generalise ideas

Grammar knowledge - use knowledge of words and word groups | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Achievement Standard English Year 1

Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts …

Achievement Standard | Achievement Standards | Year 1 | English | F-10 curriculum

Achievement Standard English Foundation Year

Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there …

Achievement Standard | Achievement Standard | Foundation Year | English | F-10 curriculum

Achievement Standard English Year 2

Receptive modes (listening, reading and viewing) By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They …

Achievement Standard | Achievement Standards | Year 2 | English | F-10 curriculum

Achievement Standard English Year 3

Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary …

Achievement Standard | Achievement Standards | Year 3 | English | F-10 curriculum

Foundation Year English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, …

Foundation Year | English | F-10 curriculum