New South Wales Curriculum - Stage 1

Objective A
Objective B
Objective C
Objective D
Objective E

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing


Speaking and Listening 1

Outcome: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations.


Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

  • understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)


  • listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)

  • understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Understand and apply knowledge of language forms and features

  • understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

  • identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

  • explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Students:
Respond to and compose texts

  • engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

  • use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1788, ACELY1789)


Writing and Representing 1

Outcome: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.


Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

  • experiment in all aspects of composing to enhance learning and enjoyment

Understand and apply knowledge of language forms and features

  • create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1661, ACELY1671)
  • Use the Storytime stories (Developing Literacy) to springboard ideas for short text creation e.g. Wendy and the Pirate
    • Write a recount about a time when you helped someone.
    • Draw a treasure map writing the names of the landmarks you have drawn.
    • Write an imaginative text about a place you would like to go for a holiday
  • Use the Junior Readers and Timeless Tales (Developing Literacy) to springboard ideas for text creation e.g. Pinocchio
    • an imaginative text about creating your own ‘Island of Fun’ – What rides, food, drinks, games, fun things to do would you have there?
    • an information report about the dangers of fire
    • a persuasive text about why you should always tell the truth
    • a script for a simple puppet show
    • a procedural text about how to make a sock puppet

Respond to and compose texts

  • create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

  • reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1662, ACELY1672)


Handwriting and using digital technologies

Outcome: A student composes texts using letters of consistent size and slope and uses digital technologies


Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

  • understand that handwriting and presentation of work needs to reflect audience and purpose in order to communicate effectively

Understand and apply knowledge of language forms and features

  • develop clear and consistent writing using NSW Foundation Style as appropriate

Respond to and compose texts

  • write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1663, ACELY1673)

  • construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664, ACELY1674)


Reading and Viewing 1

Outcome: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies


Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

  • discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

Understand and apply knowledge of language forms and features

  • understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

  • understand patterns of repetition and contrast in simple texts (ACELA1448)

  • identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)

Develop and apply graphological, phonological, syntactic and semantic knowledge

  • recognise sound–letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

  • understand the variability of sound–letter matches (ACELA1459)
  • Identify words in the Easy Readers that demonstrate the different sound production of certain letters e.g. The Amazing Ape – one (w), was (o), face (s) (Developing Literacy)

  • recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
  • Identify words with silent letters and less common sound-letter matches in the Storytime stories, Junior Readers and Easy Readers e.g. The Lonely Dragon – silent ‘k’ in knock, knew & know; ‘o’ sound in ‘was’; ‘w’ sound in ‘once’; ‘j’ sound in ‘during’; ‘shun’ sound in ‘action’; ‘s’ sound in ‘nice’. (Developing Literacy)

  • manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

Respond to, read and view texts:

  • read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

  • read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

  • use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1660, ACELY1670)

  • identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

  • compare opinions about characters, events and settings in and between texts (ACELT1589)


Spelling

Outcome: A student uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently

Understand and apply knowledge of language forms and features

  • know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)
  • Source words from the Easy Readers Consonant Blends stories to list one-syllable words with common letter patterns e.g. ‘cr’ words in The Little Green Crab – crab, crack, crushed. Use these stories to also locate two syllable words with common letter patterns e.g. Have You Ever… ever, spider, scooter, monster/garden, ridden/smiling, trying/scary, sparkly (Developing Literacy)

  • understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

  • recognise common prefixes and suffixes and how they change a word's meaning (ACELA1455, ACELA1472)

Respond to and compose texts

  • spell high-frequency and common sight words accurately when composing texts
  • isolate and write the initial, medial and final sound of a word
  • exchange one letter in a written word with a different letter to make a new word
  • use morphemic and phonological knowledge when spelling

Objective B

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context


Speaking and Listening 2

Outcome: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts


Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

  • 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 (ACELA1443)

  • understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
  • Use the sentence ‘Every night before putting them to sleep, Mrs Darling liked to read the children a story’ (Peter Pan) to springboard a discussion about verbal storytelling traditions in own families/cultures (Developing LiteracyTimeless Tales)
  • Explore the Stories From Long Ago to springboard a discussion about cultural storytelling traditions e.g. Aboriginal Dreamtime stories. (Junior Readers - Developing Literacy)

Understand and apply knowledge of language forms and features

  • 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 (ACELA1454)

  • identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Respond to and compose texts

  • make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
  • rehearse and deliver short presentations on familiar and new topics (ACELY1667)

  • listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)


Writing and Representing 2

Outcome: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Understand and apply knowledge of language forms and features

  • understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1447, ACELA1463)

  • describe some differences between imaginative informative and persuasive texts (ACELY1658)

  • compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

  • understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Respond to and compose texts

  • discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)


Reading and Viewing 2

Outcome: A student recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand that texts can draw on readers' or viewers' knowledge of texts to make meaning and enhance enjoyment, eg comparing fairytales
  • Compare the e-book fairy tales in Storytime to those in hardcover books and discuss how the reading experience has been enhanced (Developing Literacy)

Understand and apply knowledge of language forms and features

  • 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 (ACELA1450)
  • know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Respond to, read and view texts

  • select a widening range of texts for enjoyment and pleasure and discuss reasons for their choice


Grammar, punctuation and vocabulary

Outcome: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs

Understand and apply knowledge of language forms and features

  • understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

  • 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) (ACELA1452)

  • 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 (ACELA1449)

  • recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Understand and apply knowledge of vocabulary

  • understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
  • recognise, discuss and use creative word play, eg alliteration and onomatopoeia

Respond to and compose texts

  • begin to organise ideas into paragraphs when composing texts

Objective C

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical


Thinking imaginatively, creatively and interpretively

Outcome: A student thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts


Content Description:

Related Ziptales Activities:

Students:
Engage personally with texts

  • engage in wide reading of self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses
  • Provide opportunities for students to engage in reading the digital texts found on the Ziptales website and encourage them to share their thoughts about the stories (Developing Literacy)

Develop and apply contextual knowledge

  • recognise and begin to understand how composers use creative features to engage their audience
  • identify and compare the imaginative language used by composers

Understand and apply knowledge of language forms and features

  • identify that different texts have different organisational patterns and features for a variety of audiences

  • identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition

Respond to and compose texts

  • recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

  • predict and discuss ideas drawn from picture books and digital stories
  • Create simple finger puppets (using Make and Do) or paper plate characters to role play what could happen after a selected Storytime fairy tale finished e.g. Goldilocks went back to visit the bears, the wolf said sorry to Little Red Riding Hood (Developing Literacy)

  • use creative and imaginative features in role-play and drama

  • jointly adapt a well-known text for a different audience and purpose

Objective D

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world


Expressing themselves

Outcome: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences


Content Description:

Related Ziptales Activities:

Students:
Engage personally with texts

  • identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Develop and apply contextual knowledge

  • discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1581, ACELT1587)

  • respond to texts drawn from a range of cultures and experiences (ACELY1655)

Understand and apply knowledge of language forms and features

  • discuss aspects of imaginative texts such as setting and dialogue, making connections with students' own experiences

Respond to and compose texts

  • discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

  • express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Objective E

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English


Reflecting on learning

Outcome: A student identifies and discusses aspects of their own and others’ learning


Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

  • develop an understanding of how a rich text environment underpins learning

Understand and apply knowledge of language forms and features

  • discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance

Respond to and compose texts

  • discuss the roles and responsibilities when working as a member of a group


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