AC9E1LA08 Year 1 English

AC9E1LA08 – Year 1 English: Language for expressing and developing ideas

Strand

Language

Substrand

Language for expressing and developing ideas

This Content Descriptor from Year 1 English provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

compare how images in different types of texts contribute to meaning

Elaborations

• comparing images from texts where images of the same subject are represented differently; for example, a cartoon image of an animal, a photograph of an animal and a digital image of an animal in an advertisement
• understanding how authors and illustrators build up meaning across a sequence of images
• understanding that some images convey meaning that is not included in the accompanying written text; for example, a diagram shows information about how parts of a plant are connected, which is not explained in the print text
• exploring images in stories and cultural accounts by First Nations Australian authors and discussing the impact this may have

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASENGY1

Year 1 English Achievement Standard

By the end of Year 1, students interact with others, and listen to and create short spoken texts including recounts of stories. They share ideas and retell or adapt familiar stories, recount or report on events or experiences, and express opinions using a small number of details from learnt topics, topics of interest or texts. They sequence ideas and use language features including topic-specific vocabulary and features of voice. They read, view and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences. They identify the text structures of familiar narrative and informative texts, and their language features and visual features. They blend short vowels, common long vowels, consonants and digraphs to read one-syllable words. They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency words. They use sentence boundary punctuation to read with developing phrasing and fluency. They create short written and/or multimodal texts including recounts of stories with events and characters. They report information and experiences, and express opinions. Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts. They write simple sentences with sentence boundary punctuation and capital letters for proper nouns. They use topic-specific vocabulary. They write words using unjoined upper-case and lower-case letters. They spell most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words.