AC9LS2C03 Year 1 Languages

AC9LS2C03 – Year 1 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Spanish

Substrand

Mediating meaning in and between 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.

Content Descriptor

locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases

Elaborations

• listening for and identifying key words and phrases in a range of simple texts, using intonation patterns to assist understanding
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participating in shared reading of print and digital texts such as big book stories about familiar events or contexts, for example, Los tres cerditos, El patito feo, Tico tango, using pictures, keywords and contextual clues to predict meaning and draw conclusions
• demonstrating comprehension and early literacy skills by labelling, matching, drawing, miming or onscreen pointing, clicking or dragging, for example, cutting, then gluing pictures of events in a timeline sequence, or dragging onscreen pictures to words
• recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Spanish and the language(s) they may speak at home
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participating in shared class stories such as La oruga hambrienta and responding to and repeating keywords, for example, Clase, clase ... Sí, sí ¿Qué pasa? ¿Qué come la oruga?, or pretending to be a character and using words, actions and phrases from the text such as ¡Tengo hambre!
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listening to, reading or viewing adapted Spanish versions of familiar stories such as Los tres ositos, Los tres cerditos or El patito feo, and incorporating recurring keywords and expressions when re-enacting elements with puppets, actions or props, for example, ¡El lobo es feroz! El osito está triste.
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responding to questions about people, places and objects that elicit details such as characteristics, size, colour, shape, quantity, for example, ¿De qué color es la casa …? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?

Show 2 more elaborations

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responding to spoken, print or digital texts, such as stories, rhymes, dialogues and songs through play-acting, illustrating or movement, for example, raising their hand saying ‘sí’ or ‘no’ to a question about the text or circling a favourite character
• categorising information using graphic organisers such as drawings or simple tables, for example, recording likes/dislikes, classifying animals, masculine/feminine words, fruits/vegetables, cognates/borrowed words

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANSPAF10Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Spanish language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. Students imitate the sounds and rhythms of spoken Spanish. They demonstrate understanding that Spanish has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Spanish and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).