AC9L1F2U01 Year 1 Languages

This Content Descriptor from Year 1 Languages 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.

recognise that [Language] has an oral tradition; and use the sounds and rhythms of [Language] to make meaning

Elaborations

• 1

  noticing words which sound similar or the same in [Language] but which have different meanings, for example, bakir can mean ‘rock’ and ‘money’ in Meriam Mir of the Torres Strait Islands, or walang can mean ‘stone’ or ‘money’ in Wiradjuri (Wiradyuri) of NSW

• 2

  identifying alphabet sounds in [Language] that do not exist in English, for example, the rolling r sound, ng at the start of the word or dh in some different Aboriginal languages and Torres Strait Islander languages

• 3 recognising the sounds and syllables of familiar spoken words, for example, jumping, clapping or drumming to words with a different number of syllables
• 4 noticing how words and expressions can be separated into syllables to fit different tunes and rhythms, for example, playing with pronunciation from a story
• 5

  learning, with the visual support of writing, how speech sounds join to form syllables, morphemes and complete words and phrases, for example, ebur with the suffix ira becomes eburira ‘belongs to the bird’ in Meriam Mir of the Torres Strait Islands

• 6 recognising high-frequency sight words and morphemes, for example, using the board or flashcards to drill or play with words, such as demonstrating changing meaning when words are added together
• 7 developing visual and morphemic knowledge to spell known or less familiar words
• 8 learning that writing systems represent sounds and meanings, for example, strengthening familiarity with sound-symbol relationships by reading texts aloud

Related Achievement Standards