Government Standards

Australian Curriculum

Language Arts - Grade 1

Assessment Exam - Australian Curriculum - Level 1 English
Language eTAP Lesson
Language variation and change
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others
Language for interaction
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others
Understand that there are different ways of asking for information, making offers and giving commands
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
Text structure and organisation
Understand that the purposes texts serve shape their structure in predictable ways
Understand patterns of repetition and contrast in simple texts
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links
Expressing and developing ideas
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts
Phonics and word knowledge
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words
Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words
Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
Understand how to spell one and two syllable words with common letter patterns
Recognise and know how to use simple grammatical morphemes to create word families
Use visual memory to read and write high-frequency words
Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words
Literature eTAP Lesson
Literature and context
Discuss how authors create characters using language and images
Responding to literature
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences
Express preferences for specific texts and authors and listen to the opinions of others
Examining literature
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
Creating literature
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary
Literacy eTAP Lesson
Texts in context
Respond to texts drawn from a range of cultures and experiences
Interacting with others
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace
Make short presentations using some introduced text structures and language, for example opening statements
Interpreting, analysing, evaluating
Describe some differences between imaginative informative and persuasive texts
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Creating texts
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
Write using unjoined lower case and upper case letters
Construct texts that incorporate supporting images using software including word processing programs