AC9EFLA04 Foundation English

AC9EFLA04 – Foundation English: Text structure and organisation

Strand

Language

Substrand

Text structure and organisation

This Content Descriptor from Foundation 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

understand conventions of print and screen, including how books and simple digital texts are usually organised

Elaborations

• learning that Standard Australian English in written texts is read from left to right and usually from top to bottom of the page
• identifying tabs in a digital text
• discussing the placement of images and words in text
• indicating the title of a book and where to start reading

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Foundation ASENGFY

Foundation English Achievement Standard

By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They use language features including words and phrases from learning and texts. They listen for and identify rhymes, letter patterns and sounds (phonemes) in words. They orally blend and segment phonemes in single-syllable words. They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences. They identify the language features of texts including connections between print and images. They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs). They read words including consonant–vowel–consonant words and some high-frequency words. They create short written texts, including retelling stories using words and images where appropriate. They retell, report information and state their thoughts, feelings and key ideas. They use words and phrases from learning and texts. They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.