AC9E1LY05 Year 1 English

AC9E1LY05 – Year 1 English: Analysing, interpreting and evaluating

Strand

Literacy

Substrand

Analysing, interpreting and evaluating

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

use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures

Elaborations

• identifying information and details from spoken informative texts
• building topic knowledge and learning new vocabulary before and during reading
• making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading
• drawing inferences and explaining inferences using clues from the text
• making connections with existing knowledge and personal experiences

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.