English K-2: Draft outcomes and content for consultation

NSW Education Standards Authority

English K–2 Draft outcomes and content for consultation 23 March 2021 – 30 April 2021

Released March 2021

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Contents Introduction ........................................................................................................................................... 4 Organisation of draft outcomes and content ......................................................................................... 7 Table of draft outcomes ........................................................................................................................ 8 Draft outcomes and content for Early Stage 1 .................................................................................... 10 Draft outcomes and content for Stage 1 ............................................................................................. 26 Sample teaching advice ...................................................................................................................... 42

English K–2: Draft outcomes and content for consultation 4

Introduction The English K–2: Draft outcomes and content is now available for a ‘Have your say’ period from 23 March to 30 April 2021. You are invited to provide feedback through an online survey.

Feedback from the ‘Have your say’ period will be used to inform the development of the new English K–2 syllabus, as part of the NSW Curriculum Reform.

Background The Masters (2020) review of the NSW school curriculum concluded with several recommendations related to building strong foundations in the early years. The review recommended that:

the early years of school focus on providing every child with solid foundations in the basics priority learning focus on oral language skills, early reading and writing skills, and early mathematical

knowledge and skills new syllabuses include evidence-based teaching advice to support teachers to identify and respond to

children’s development and learning needs.

The NSW Government supported the following recommendations that relate to English specifically:

4.1 | Make explicit in the curriculum that oral language development, early reading and writing skills … are top priorities in the early years of school, particularly for children who are less advanced in these areas, and that these take precedence over other aspects of learning.

4.2 | Develop a detailed and explicit curriculum for the teaching of reading as part of new syllabuses for subject English, structured to assist teachers to establish and diagnose where individual children are in their reading development, and accompanied by evidence-based teaching advice.

Draft outcomes and content are intended to be inclusive of the learning needs of all students, including:

Aboriginal students students with disability gifted and talented students students learning English as an additional language or dialect (EAL/D).

Curriculum framework A new curriculum framework will be released later in the year.

An important part of the framework is a streamlined syllabus structure with elements that provide greater clarity for teachers and students. Teachers will find a level of familiarity with the retention of syllabus aim, rationale, outcomes and content. Information currently included in Stage statements will be included in the support materials.

Learning across the curriculum (LAC) Literacy and numeracy are the focus capabilities of the English and Mathematics K–2 syllabuses. LAC will be mapped across other learning areas and Stages, and embedded in syllabus content where relevant and appropriate.

https://www.surveymonkey.com/r/Y6SRXV9

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/aboriginal-education/aboriginal-students

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/students-with-disability

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/gifted-education

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/english-as-an-additional-language-support

Introduction


The Australian Curriculum The F–10 Australian Curriculum: English is currently under review by the Australian Curriculum, Assessment and Reporting Authority (ACARA). NESA anticipates the new syllabuses will be aligned to the revised Australian Curriculum.

National Literacy and Numeracy Learning Progressions Final outcomes and content will be tagged with Version 3 of the National Literacy and Numeracy Learning Progressions.

Guidance and feedback Guidance and feedback were received during the development of the draft outcomes and content from:

syllabus writers, comprising experienced classroom teachers recommended by stakeholders including sectors, unions, and professional associations

sector subject matter experts technical advisors, comprising academics from a variety of educational settings.

Reforms evident in the draft outcomes and content A new structure that highlights foundational literacy skills New outcomes and content that are informed by evidence and identify skills needed by all students to

develop competence in oral language reading and writing Content structured and sequenced to highlight the connections across oral language, reading fluency,

comprehension and writing, underpinned by the latest research.

What has been retained? Organisation of syllabus into outcomes and content Organisation of content into Stages The importance of literature to the English subject discipline.

Evidence base The draft outcomes and content for English K–2 are based on evidence highlighting that:

language is represented in spoken and written forms and is a tool for communication that differs according to audience and purpose1

oral language competence provides a solid foundation for communication2 vocabulary knowledge influences the development of reading, writing and oral language skills3 phonic knowledge and phonological awareness are essential foundational skills for early literacy4

1 Derewianka, B., & Jones, P. (2016). Teaching Language in Context (2nd ed.). Oxford University Press. 2 Snow, P. (2014). Oral language competence and the transition to school: Socio-economic and behavioural factors that influence academic and social success. International Journal on School Disaffection, 11(1), 3–24. 3 Nagy, W., & Scott, J. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 269–284). Mahwah, NJ: Erlbaum. 4 Commonwealth of Australia (2005). Teaching Reading. National Inquiry into the Teaching of Literacy. Report and Recommendations. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc

Introduction


transcription skills of handwriting and spelling are important components of writing fluency and impact cognitive load when writing5

reading fluency refers to accurate and automatic word recognition and prosodic reading and impacts reading comprehension6

listening to and using literature can foster understandings of narrative structures, support reading comprehension, expand vocabularies and expose students to new concepts and ideas.7

5 Berninger, V., Vaughan, K., Abbott, R., Begay, K., Coleman, K., Curtin, G., & Hawkins, J. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291–304. 6 Rasinski, T., Rikli, A. & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350–361. 7 Serafini, Frank & Moses, Lindsey (2014). The Roles of Children's Literature in the Primary Grades. The Reading Teacher, 67( 6), 465–468 doi:10.1002/trtr.1236


Organisation of draft outcomes and content The diagram below (Figure 1) shows the organisation of the draft outcomes and content for English K–2. It illustrates the role and connection that 2 key processes – understanding texts and creating texts – have across all areas of English.

Overview of the new structure Evidence highlights the importance of strong foundations in the early years across oral language, reading and writing. The organisation of draft outcomes and content reflects the importance of developing early literacy knowledge and skills, while continuing to acknowledge the importance of learning about and enjoying literature.

Draft outcomes and their related content are organised under the following:

Oral language and Vocabulary Phonological awareness Print conventions (ES1) and Phonic knowledge (ES1 and S1) Text-reading fluency and Reading comprehension Creating texts, Spelling, Handwriting (ES1) and Handwriting and digital technologies (S1) Respond to and create literature.

Figure 1: Overview of the draft outcomes and content structure.


Table of draft outcomes

Content Early Stage 1 outcomes

A student:

Stage 1 outcomes

A student:

Oral language communicates effectively by using agreed interpersonal conventions and language with familiar peers and adults

communicates effectively by using agreed interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

Vocabulary effectively uses vocabulary in familiar contexts related to everyday experiences, personal interests and subject-specific language

understands and effectively uses taught Tier 28 and Tier 39 vocabulary to extend and elaborate ideas

Print conventions tracks written texts from left to right and from top to bottom of the page and identifies visual and spatial features of print

No outcomes in Stage 1

Phonological awareness

identifies and manipulates phonological units in spoken words as a strategy for reading and creating texts

identifies and manipulates phonemes in spoken words with fluency as a strategy for reading and creating texts

Phonic knowledge uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts

uses initial and extended phonics, including vowel digraphs and trigraphs, to decode and encode words when reading and creating texts

Text-reading fluency

reads short and decodable texts aloud for the first time with expression and an easy speech rhythm, grouping words into meaningful parts, with few errors or self-corrections

sustains reading aloud for the first time, with expression and an easy speech rhythm, attending to punctuation and with few errors or self-corrections

Reading comprehension

comprehends independently read texts using background knowledge, word knowledge, knowledge and understanding of text structure

comprehends independently read texts that require sustained reading by efficiently activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

8 Tier 2 words that occur across contexts and are more common in writing than in everyday speech, for example whispered instead of said. 9 Tier 3 words are those that are used least frequently, are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content.

Table of draft outcomes


Content Early Stage 1 outcomes

A student:

Stage 1 outcomes

A student:

Creating texts creates texts using knowledge of writing processes, grammar and vocabulary, that have at least 4 clearly connected ideas and include correct simple sentences

creates texts using knowledge of writing processes, grammar and vocabulary, that have consistent use of paragraphing, correctly punctuated sentence structures and include varied sentence beginnings for effect

Spelling applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts for different purposes

applies phonological, orthographic and morphological generalisations and strategies to spell Tier 110 and taught Tier 2 words when creating texts for different purposes

Handwriting (ES1) / Handwriting and digital technologies (S1)

forms all lower-case and upper-case letters to create texts

uses a legible, fluent and automatic handwriting style, and uses digital technology, including word-processing applications, when creating texts

Respond to and create literature

responds to literature read to them through experimenting with creating texts

responds to literature read and viewed, by creating texts with intentional language and structure choices for different audiences and purposes

10 Tier 1 words consist of the most basic, sometimes referred to as high frequency, words that are in everyday use. These words rarely have multiple meanings and often form sets of words that students already know on school entry or learn to recognise quickly and automatically once at school.


Draft outcomes and content for Early Stage 1

Oral language

Outcomes A student:

communicates effectively by using agreed interpersonal conventions and language with familiar peers and adults.

Content

Listening for understanding

Students:

orientate self to the speaker recognise that people can communicate using verbal and nonverbal language understand 2-part spoken instructions11 understand 3-part spoken instructions12 understand how the most common inflected word forms affect the meanings of words.13

Social and learning interactions

Students:

start and maintain a conversation with a peer, buddy or adult take turns when speaking during structured and unstructured play use language, gestures or symbols to make requests, express feelings, negotiate, give opinions or discuss

ideas use imaginative language in structured and unstructured play14 join in and contribute to group conversations ask questions using who, what, when, where, why or how.

Examples 11 ‘Get your book from my table and sit at your desk.’ 12 ‘Get your coat, then choose a partner and line up by the door.’ 13 Words with plural markers (s/es) or tense markers (ed/ing). 14 Pretend and act out stories or storylines.



Understanding and using spoken grammar

Students:

understand that English is one of many languages used in Australia understand that different languages may be used by family, classmates and community when speaking use short phrases and simple sentences15 when speaking use connectives and, but, because16 when speaking use regular past tense words17 when speaking use irregular past tense words18 when speaking use language to reason and/or to persuade19 when speaking use a combination of sentence structures that include connectives to elaborate when

retelling and creating stories.20

Oral narrative (storytelling)

Students:

tell a story to a peer, buddy or adult, including through the use of pictures retell favourite stories, poems, songs and rhymes with some parts as exact repetition and some in their

own words21 recall details of events or stories using who, what, when, where, why and how.

Examples 15 ‘The boy went to the shop.’ 16 ‘I went to the shop and bought a cake.’ 17 ‘The girl jumped on the trampoline.’ 18 ‘I drank all my milk.’ or ‘She took my teddy.’ 19 ‘It is a triangle because it has 3 sides.’ ‘You have one too.’ 20 ‘When Max came home after school, he found a huge crocodile lying in the front yard. It said good afternoon and smiled. The crocodile was friendly.’ 21 ‘… going on a bear hunt, going to catch a big one, we’re not scared... and he chased them all the way home.’



Vocabulary

Outcomes A student:

effectively uses vocabulary in familiar contexts related to everyday experiences, personal interests and subject-specific language.

Content Students:

use vocabulary that is personal and subject specific22 use vocabulary to select, match and provide categories for groups of images or words23 know and use high-frequency (Tier 1) words in social and learning interactions understand, explore and use words with different meanings in different contexts24 understand words to describe shape, size, texture, position, numerical order, time, seasons identify and name objects, characters and animals when given visual and/or auditory prompts25 use specific word choice to clarify meaning26 experiment with and create wordplay and poems.27

Examples 22 Words chosen from topics taught at school and modelled or shared texts. 23 Cat, horse, dog are animals and they can be pets. 24 Words with multiple meanings across the curriculum such as jam, bed. 25 ‘This animal lives in gum trees. It has round ears and a black oval nose. It likes to eat gum leaves. When not eating, it is sleeping’. The student responds with ‘Koala’. 26 ‘I didn’t want my yellow gloves, I wanted the spotty ones that match my hat.’ 27 Rhyme, nonsense words, absurdities, silly sentences.



Print conventions

Outcomes A student:

tracks written texts from left to right and from top to bottom of the page and identifies visual and spatial features of print.

Content

Features of print

Students:

understand that written English uses letters to represent sounds know and understand that print contains a message indicate words and letters in a variety of situations in school, the classroom and the environment know the difference between a letter and a word can identify pictures can identify words can identify symbols (including punctuation) can identify spaces between words can identify numerals in texts recognise symbols, icons and personally significant words28 in texts.

Directionality of print

Students:

identify the front and back cover show awareness of correct orientation of text by holding it correctly begin reading at the top of the page and conclude reading at the bottom of the page track text left to right and use return sweep read left page before right page turn pages one at a time.

Examples 28 Personally significant words include the student’s own name.



Phonological awareness This content is best addressed in parallel with:

Phonic knowledge Spelling

Outcomes A student:

identifies and manipulates phonological units in spoken words as a strategy for reading and creating texts.

Content

Words

Students:

repeat speech sounds, words and phrases complete familiar spoken phrases in texts including chants, songs and poems segment a spoken sentence of 3 to 5 words into separate spoken words.

Syllables

Students:

orally blend and segment syllables in words comprising up to 3 syllables blend onset and rime to say a one-syllable word.

Phonemes

Students:

provide a word when given a starting phoneme consistently say the first phoneme of a spoken one-syllable word indicate words that end in the same rime from a choice of up to 4 one-syllable words listen to up to 4 words, indicate those that start with the same phoneme and say other words that start with

that phoneme orally blend up to 3 phonemes together to make a one-syllable word orally blend 4 phonemes together to make a one-syllable spoken word orally segment one-syllable words of up to 3 phonemes into separate phonemes orally segment one-syllable words comprised of 4 phonemes into separate phonemes identify the number of phonemes that make up a spoken one-syllable word comprising fewer than 4

phonemes identify the first and final phonemes in a one-syllable word identify the difference between a voiced phoneme and an unvoiced phoneme say the new word when asked to delete, add or substitute an initial phoneme say the new word when asked to delete, add or substitute a final phoneme say the new word when asked to substitute a medial vowel phoneme understand they can use phonological skills as a strategy for reading and writing.



Teaching advice Sample teaching advice is available for this content:

Early Stage 1: Phonological awareness



Phonic knowledge This content is best addressed in parallel with:

Phonological awareness Spelling

Outcomes A student:

uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts.

Content

Single-letter graphemes

Students:

understand that texts in Standard Australian English are made up of words and groups of words that convey meaning

identify and name lower- and upper-case letters say the most common phoneme for taught single-letter graphemes (graphs) blend single-letter grapheme–phoneme correspondences to decode VC and CVC words, and apply this

knowledge when reading, including decodable texts identify, name and produce letters for all single-letter graphemes, including those represented in capitals

and lower case segment and encode VC and CVC words, and apply this knowledge when creating texts.

Digraphs

Students:

decode and blend CCVC and CVCC words containing consonant digraphs29 and apply this when reading texts, including decodable texts

blend all common single-letter grapheme–phoneme correspondences to read CCVC (spot) and CVCC (jump) words, and apply this when reading texts, including decodable texts

segment and encode CCVC and CVCC words containing consonant digraphs and consonant clusters segment all common, single-letter grapheme–phoneme correspondences to encode CCVC and CVCC

words experiment with decoding and encoding high-frequency words with split digraphs (make) and vowel

digraphs (look, Monday).

Examples 29 Consonant digraphs such as chop, wish, fuss, will, buzz.




Outcomes A student:

reads short and decodable texts aloud for the first time with expression and an easy speech rhythm, grouping words into meaningful parts, with few errors or self-corrections.

Content Students:

know that fluent reading involves reading words with automaticity know that pace and expression vary when reading, according to the audience and purpose30 reads texts with taught grapheme–phoneme correspondences and taught high-frequency words with

automaticity read a phrase aloud comprising 2 or 3 words in an easy speech rhythm stop at the end of a sentence in response to a full stop regulate their voice to respond to punctuation such as question marks and exclamation marks.

Examples 30 Reading a text during readers’ theatre, reading poetry, reading notes for presenting a scripted speech.




Outcomes A student:

comprehends independently read texts using background knowledge, word knowledge, knowledge and understanding of text structure.

Content

Activating word meaning

Students:

use known vocabulary to build a mental model of the content of a text use known vocabulary to work out or refine the meaning of unknown words ask or pause to clarify meaning of unknown words.

Understanding and connecting sentences

Students:

identify conjunctions (and, because31, but32, for, so) and know their meaning in relation to the sentence identify pronouns linked to nouns in a sentence to support making an inference know meaning is sustained by matching nouns to pronouns across sentences33 recognise how the position of words in a sentence changes meaning.34

Understanding whole text

Students:

identify how informative and imaginative texts have different structures, features and forms when reading use the structure of the text to make meaning35 when reading use navigation pathways to sustain meaning.

Examples 31 ‘Ice cream tastes good because it has a lot of sugar.’ 32 ‘Ice cream tastes good but it has a lot of sugar.’ 33 ‘The girl hit the ball a long way. She is a good player.’ 34 ‘Kate hit the ball. The ball hit Kate.’ 35 Use a table of contents to find information, identify the characters and the relationships between them, the setting, and the key events in a narrative.



Monitoring comprehension

Register a break in comprehension when reading Students:

stop reading when a break in comprehension is registered re-read to check if an error was made self-correct error using phonic knowledge and context of the text ask a question or make a statement to clarify meaning ensure meaning is sustained and expanded through the whole text.

Identify connections to own knowledge Students:

predict text topic or type from title, illustration, image and form clarify own purpose for reading a text36 use background knowledge when identifying connections between a text, own life37, other texts38, the

world39 use visual cues40 in multimodal texts to interpret meaning

Recall details Students:

remember and identify key events and facts in text remember and identify sequence of events/facts in texts41 recount the relevant ideas from the text in the form of a summary use information or events from different parts of the text to form an opinion.

Examples 36 To practise reading, for enjoyment, to find out information. 37 ‘I also have a dog.’ 38 ‘I have read/seen another story about a dog.’ 39 ‘I listened to a story on the news about a dog.’ 40 Visual clues include colour, shape and size of images, character’s facial expression, labels. 41 Discuss beginning, middle, end of story.



Creating texts This content is best addressed in parallel with:

Respond to and create literature Spelling Handwriting

Outcomes A student:

creates texts using knowledge of writing processes, grammar and vocabulary, that have at least 4 clearly connected ideas and include correct simple sentences.

Content

Writing processes

Students:

can identify the purpose of different types of texts42 participate in creating texts in a collaborative and ongoing process43 talk about own writing before, during and after writing use drawing to support the writing process44 read own texts aloud during writing to check word choice, grammar, spelling, punctuation and to support

the flow of ideas revise and edit texts to check word choice, grammar, spelling, and punctuation read and discuss own and peers’ writing for enjoyment.

Word-level language

Students:

know the function of and recognise a noun, a verb, a pronoun and an article in written text select and use nouns, verbs and articles in own writing intentionally select and use adjectives and adverbs to expand an idea and/or to add clarity to an idea use personal vocabulary and identify and use words displayed in the classroom and located in texts.

Examples 42 The purpose of the text was to inform or to entertain. 43 Thinking out loud, drawing on background knowledge, generating or brainstorming ideas, planning and drafting. 44 Draw images, symbols and shapes to generate and sequence ideas.



Sentence-level grammar

Students:

use an article and related noun to convey an idea know that a simple sentence makes sense by itself and it has one happening in the form of a verb use a simple sentence with correct noun–verb agreement, articles and pronouns to convey an idea recognise a simple sentence in own writing correctly use a capital letter to start a sentence and a full stop to end a sentence experiment using conjunctions to link ideas in sentences45 experiment with using compound sentences (sentences with 2 clauses/ideas) recognising that each clause

makes meaning by itself use capital letters consistently when writing proper nouns use question marks and exclamation marks appropriately.

Text-level grammar

Students:

include beginning structural features46 create a text including 2 or 3 related ideas47 create a text including 4 or more sequenced and related ideas.48

Examples 45 ‘I go to school and I like to play.’ 46 Structural features include a heading, statement of an opinion, an orientation, a description of an event linked to time and place. 47 Two related ideas might be ‘I like to go to the park.’ ‘I play on the swings.’ 48 Introduces a topic or provides an orientation, includes 2 or more distinct facts or a sequence of events, and states an opinion.



Spelling This content is best addressed in parallel with:

Phonic knowledge Phonological awareness

Outcomes A student:

applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts for different purposes.

Content Students:

understand that Standard Australian English spelling involves combining knowledge of speech sounds, conventional letter patterns and word meaning

segment phonemes in single-syllable words as a strategy for spelling spell their own name spell taught high-frequency irregular words49 comprising up to 3 phonemes add the plural-marking suffix (s) to CVC base nouns that require no change when suffixed50 experiment with the tense-marking suffixes51 to spell familiar base verbs segment syllables in words as a strategy for spelling multisyllabic words segment phonemes in 2-syllable words as a strategy for spelling know that words don’t usually end with the letter v, and that ve52 is commonly used know that the digraphs (ng, zz, ss, ck)53 cannot start a word in Standard English experiment with some vowel digraphs54 and split digraphs55 to spell taught high-frequency words and/or

personally significant words spell taught high-frequency homophones56 according to context spell high-frequency compound words57 comprising taught single-letter graphemes


Early Stage 1: Spelling

Examples 49 High-frequency irregular words include the, was, one, said, come. 50 Adding the plural-marking suffix (s) pan–pans and tin–tins. 51 Tense-marking suffixes (ing, s, ed): jump–jumping–jumps–jumped. 52 Words ending in ve: have, give, love. 53 Digraphs that cannot start words: buzz, hiss, luck 54 Vowel digraphs: Kai, look, now 55 Split digraphs: make, Kate. 56 High-frequency homophones (be, bee). 57 High-frequency compound words (upon, into).



Handwriting

Outcomes A student:

forms all lower-case and upper-case letters to create texts.

Content Students:

use a stable posture when handwriting or drawing by sitting comfortably with feet flat on the floor, the writing arm resting on a table with the opposite hand resting on the paper, and shoulders relaxed

correctly produce a clockwise ellipse, anticlockwise ellipse and downward diagonal stroke when forming letter shapes in NSW Foundation Style

use writing implements appropriately, including with a stable and relaxed pencil grasp apply appropriate pressure when handwriting to produce legible writing form all handwritten letters from the correct starting point and continue in the correct direction when

copying apply taught handwriting skills when creating texts.


Early Stage 1: Handwriting



Respond to and create literature This content is best addressed in parallel with:

Creating texts Spelling Handwriting

Outcomes A student:

responds to literature read to them through experimenting with creating texts.

Content

Context: Language and actions are used differently depending on the situation

Students:

identify different situations and the different language and behaviour required identify aspects of their own world represented in texts identify texts that are composed for specific audiences and purposes identify and compare imaginative and informative texts use opportunities to write in their home language and dialect and make basic connections with English,

including Aboriginal languages and Aboriginal English create texts using imagination and understanding of context that draw on ideas relating to their experience,

world and texts.

Narrative: A way of sharing and learning about life experiences and cultures

Students:

understand that narrative can be real or imagined stories identify narratives told through different modes58 and media59 identify, discuss and compare the beginning, middle and end in a range of narratives experiment with using parts and/or features of a narrative, innovating from a mentor text.

Examples 58 Listening to a story in a yarning circle. 59 Reading a fairytale in a picture book.



Character: Visual, verbal and aural representations of people who participate in the narrative

Students:

use background knowledge to support understanding of characters’ actions in a text reason using background knowledge as to why a character has acted in a certain way identify and discuss character features and actions (animals that may have human characteristics, facial

expressions, physical appearance and what a character says and does) identify and discuss language used to describe characters in narratives share feelings and thoughts about characters and actions in texts identify and compare characters in a range of texts create characters for different purposes using language or images to convey personality understand that characters in texts are represented by how they look, what they say and do, and their

thoughts.

Imagery, symbol and connotation: Language can represent more than the literal

Students:

identify and discuss the effect of creative language in texts60 that enhance enjoyment identify how visual cues contribute to or enhance the meaning of a text identify how language is enjoyable when used imaginatively identify how words and word order in a text enhance meaning innovate and explore creative play with language61 in own texts innovate on a section of a mentor text to practise using figurative or rhyming language in own writing.

Perspective: Opinions can be articulated in and through texts

Students:

know opinions, preferences for and ideas about texts and authors may differ identify favourite stories, characters, images, authors and illustrators compare opinions of a text or characters with others in the class.

Examples 60 Illustrations, repetition, silly sentences, nonsense words, funny rhyming words, 2-word alliteration, onomatopoeia. 61 Creating silly sentences, nonsense words, rhyming words, 2-word alliteration, onomatopoeia, images.


Draft outcomes and content for Stage 1

Oral language

Outcomes A student:

communicates effectively by using agreed interpersonal conventions and language to extend and elaborate ideas for social and learning interactions.

Content

Listening for understanding

Students:

understand when a message is not clear and seek clarification listen to and follow extended instructions that contain connectives and conjunctions listen for specific purposes and information, including instructions, and extend their own and others'

ideas in discussions understand that language is used in combination with other means of communication.62

Social and learning interactions

Students:

initiate, listen and respond in partner and group conversations explain new learning from interacting with others use a range of strategies63 for effective dialogue initiate interactions confidently in group and whole-class discussions.

Understanding and using spoken grammar

Students:

use simple, compound and complex sentences to discuss or describe a related topic use adjectives and adverbs to elaborate ideas use tense correctly to discuss past, present and future events use the language of comparison to link ideas.64

Examples 62 Facial expressions and gestures to interact with others. 63 Offer questions, statements, and/or present an alternative point to the previous speaker. 64 ‘She swims like a fish.’



Oral narrative (storytelling)

Students:

recite poems and rhymes retell a story65 with key components adapt a story for a particular audience.66

Examples 65 Story may be factual, traditional or imaginative. 66 Changing language, tone, volume, gestures, length, characters.



Vocabulary

Outcomes A student:

understands and effectively uses taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas.

Content Students:

understand and intentionally choose subject-specific vocabulary to enhance meaning and for effect understand and use morphological patterns in vocabulary67 understand and use words that have different meanings in different contexts identify and use words that make meaning more precise understand and tell jokes and riddles that play on words play with language in poems and create own rhymes.

Examples 67 For example adds ing to a verb run-running.



Phonological awareness This content is best addressed in parallel with:

Phonic knowledge Spelling

Outcome A student:

identifies and manipulates phonemes in spoken words with fluency as a strategy for reading and creating texts.

Content

Phoneme manipulation

Students:

understand they can use phonological skills as a strategy for reading and creating texts say the new word when asked to delete or add or substitute initial or final phoneme say the new word when asked to substitute a medial vowel phoneme know about the schwa vowel sound and identify it in multisyllabic words.


Stage 1: Phonological awareness



Phonic knowledge This content is best addressed in parallel with:

Phonological awareness Spelling

Outcomes A student:

uses initial and extended phonics, including vowel digraphs and trigraphs, to decode and encode words when reading and creating texts.

Content

Digraphs and split digraphs, trigraphs and quadgraphs

Students:

segment and encode one-syllable high-frequency base words with split digraphs, and apply this when creating texts

blend grapheme–phoneme correspondences to read CCVCC words (trust), CCCVC words (scrap), CCCVCC words (thrust), and apply this when reading texts, including decodable texts

segment and encode CCVCC words, CCCVC words, CCCVCC words, and apply this when creating texts

decode taught high-frequency one-syllable words with split digraphs when reading texts blend and decode one-syllable words with taught vowel digraphs, and apply this when reading texts,

including decodable texts segment and encode one-syllable high-frequency base words with taught vowel digraphs, and apply

this when creating texts decode words with less common consonant digraphs and apply when reading texts

decode words with trigraphs and quadgraphs and apply this when reading texts, including decodable texts.

Multisyllabic words

Students:

decode 2-syllable words with long vowel phonemes, and apply this when reading a range of texts, including decodable texts

decode 2-syllable base words with common consonant doubles68 when reading texts

understand that in written English there can be multiple ways to represent a phoneme.

Examples 68 Consonant doubles such as ss in blossom, tt in letter, bb in rabbit.




Outcomes A student:

sustains reading aloud for the first time, with expression and an easy speech rhythm, attending to punctuation and with few errors or self-corrections.

Content Students:

know how to read aloud with an easy speech rhythm know how to group words into a phrase when reading aloud understand how sentence punctuation enhances reading with an easy speech rhythm apply grapheme–phoneme correspondence including common vowel and consonant digraphs69 to

read words with automaticity adjust phrasing, intonation, volume or rate to maintain fluency when reading aloud vary pace when reading according to the audience and purpose70 self-correct71 when fluency is interrupted.

Examples 69 Common vowel and consonant digraphs ay, ee, ie, oe, oo, sh, ch, th. 70 Reading a text during readers’ theatre; when reading poetry; when reading notes for presenting a ‘speech’ to peers. 71 Examples of self-correction include pausing, repeating words and phrases, re-reading.




Outcomes A student:

comprehends independently read texts that require sustained reading by efficiently activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning.

Content

Activating word meaning

Students:

use known vocabulary to build a mental model of the content of the text use known morphemes72 and known vocabulary73 in the text to work out or refine the meaning of

unknown words to build74 draw on sources to seek clarification for unknown words75 understand vocabulary that signals humorous wordplay in texts.

Understanding and connecting sentences

Students:

identify coordinating and subordinating conjunctions in a complex sentence and know the meaning76 recognise how the position of a type of clause in a complex sentence77 influences the important idea

for the reader identify pronouns linked to nouns within and across paragraphs make an inference78 by connecting the meaning of words across paragraphs.

Understanding whole text

Students:

combine multiple sources of information in a text79 to make meaning use navigation pathways, including hyperlinks, to extract essential information and enhance meaning

when reading digital texts coordinate information or events from different parts of the text to form an overall opinion.

Examples 72 Example of known morpheme: un. 73 Example of known vocabulary: believable. 74 Student reads unbelievable, knows word believable and knows meaning of morpheme un to mean ‘not’. 75 Sources for clarification include dictionaries, online tools, knowledgeable other, reference sources. 76 For example ‘He climbed into bed and fell asleep because he was tired.’ 77 For example ‘Through the grassy bush, the kangaroo hops.’ ‘The kangaroo hops through the grassy bush.’ 78 An example might be: ‘Fred was having a rosy day … He was celebrating ….’ The reader infers Fred is having a happy day. 79 Sources of information may include table of contents, index, glossary, descriptive language, stanzas, events, actions.



Monitoring comprehension

Students:

register a break in comprehension when reading re-read and self-correct error using phonic knowledge and context of the text identify when meaning is not complete and/or contradicts with prior understanding repeat words, phrases or sentences to check, confirm or modify own reading and re-read to enhance

phrasing and clarify precise meaning ask a clarifying question when more background knowledge is needed to make an inference monitor understanding to ensure meaning is sustained and expanded through the whole text.

Identify connections to own knowledge

Students:

use knowledge of text structure, type, author and forms to predict and confirm meaning use a mental model (picture in the mind) to confirm predictions and evoke personal reactions make text-to-self, text-to-text or text-to-world connections when reading use visual and auditory cues to build meaning in multimodal texts (colour and size of images,

characters’ facial expressions, sound effects, diagrams, labels) identify inconsistences in the text with own knowledge and incorporate information from text to build

new knowledge.

Recall details

Students:

use key events and/or facts read in texts to enhance learning across key learning areas confirm meaning by sequencing and explaining events and facts recount the relevant ideas from the text in the form of a written or oral summary interpret patterns in texts to enhance understanding.



Creating texts This content is best addressed in parallel with:

Spelling Handwriting and digital technologies Respond to and create literature

Outcomes A student:

creates texts using knowledge of writing processes, grammar and vocabulary, that have consistent use of paragraphing, correctly punctuated sentence structures and include varied sentence beginnings for effect.

Content

Writing processes

Students:

know and use a variety of planning strategies80 for creating texts understand that their own texts can be improved by using feedback from teachers and others,

editing, and by applying success criteria re-read, revise and edit their own texts after receiving feedback during the writing process revise and edit texts to ensure word choice is precise and to avoid unnecessary repetition81 revise word, phrase and/or clause82 order for an intentional effect on the reader experiment with publishing using different modes and media to enhance planned presentations.

Text-level grammar

Students:

group sentences on related ideas into simple paragraphs, and start each paragraph with a topic sentence

select and use a broad range of conjunctions83 to create a cohesive text use appropriate pronoun-referencing across a text use tense appropriately84 across a text.

Examples 80 Planning strategies may include making notes, drawing, concept maps, flow charts, graphic organisers, creating a storyboard. 81 Student may replace excited with thrilled. 82 Rearranging the position of clauses in a sentence. 83 Conjunctions include and, but, so, because, when, next, since. 84 Appropriate use of tense would be consistent present or timeless present tense in an informative text.



Sentence-level grammar

Students:

record ideas separated by a comma in a sentence85 recognise a compound sentence in own writing, identifying that each clause has meaning by itself use a combination of simple and compound sentences when creating a text to engage the reader recognise a complex sentence in own writing, identifying the dependent and independent clauses write texts that include simple, compound and complex sentences related to a topic use punctuation with accuracy86 and for effect.87

Word-level language

Students:

know that word choice can influence the precision of meaning in a text select and use adverbs88 to enhance precision of verbs appropriate to context, audience and

purpose select and use contextually precise prepositions89 when creating texts select and use expressive words90 to convey an action and to affect the reader use noun groups to add detail in a clause91 use creative wordplay92 to affect the reader.

Examples 85 An example would be ‘I went to the shops to buy eggs, bread and milk.’ 86 Accurately use punctuation such as capitalisation, full stop, comma, question mark, bullet point, quotation mark, and apostrophe. 87 Use exclamation marks for effect. 88 For example ‘He talks loudly.’ 89 Prepositions such as under, through, before, during, with. 90 Expressive words such as tiptoed instead of walked. 91 For example ‘The tomato plant in the pot’. 92 Examples of creative wordplay include repetition, alliteration, onomatopoeia.



Spelling This content is best addressed in parallel with:

Phonic knowledge Phonological awareness

Outcomes A student:

applies phonological, orthographic and morphological generalisations and strategies to spell Tier 1 and taught Tier 2 words when creating texts for different purposes.

Content Students:

understand that Standard Australian English spelling involves combining knowledge of speech sounds, conventional letter patterns, word meaning and etymology

correctly use plural-marking suffixes93 correctly use tense-marking suffixes94 spell taught high-frequency homophones95 according to context segment phonemes in polysyllabic words (words with 3 or more syllables) as a strategy for spelling spell taught compound words with taught single-letter graphemes, digraphs, split digraphs and

trigraphs know when to use a consonant doublet96 to spell 2-syllable base words use extended codes for taught consonant phonemes97 spell high-frequency one-syllable base words with taught vowel digraphs98, split digraphs99,

trigraphs100 and quadgraphs101 know that the consonant trigraphs, -tch and -dge, can end a base word know that many words originate from other languages102 know how to use a dictionary and other spell-checking resources to check the spelling of an

unfamiliar word spell CCVCC words (trust) CCCVC words (scrap) and CCCVCC words (thrust) spell taught high-frequency contractions use spelling generalisations when adding tense and plural-marking suffixes to base words that

require a change103 spell nouns ending in the suffix er to indicate a person104

Examples 93 Plural-marking suffixes (s and es), for example trap–traps, box–boxes, baby–babies. 94 Tense-marking suffixes (s, es, ing, ed) for example stomp–stomps–stomping–stomped, hop–hops–hopping–hopped. 95 High-frequency homophones include ate/eight. 96 Examples of consonant doublets include ss in blossom, tt in letter, bb in rabbit. 97 Consonant phonemes include kn in knot, gn in gnome, mb in lamb, mn in column. 98 Vowel digraphs such as ew. 99 Split digraphs such as i–e. 100 Trigraphs such as igh. 101 Quadgraphs such a ough. 102 Pizza is an example of a word that originates from a language other than English. 103 Examples of tense and plural marking suffixes that require base words to change: hop–hopping, hide–hiding, baby–babies. 104 For example teacher.



correctly use the comparative and superlative suffixes er and est to spell taught high-frequency words

correctly use the suffixes ful, y and ly to spell taught high-frequency words correctly use common prefixes such as un and re.


Stage 1: Spelling



Handwriting and digital technologies

Outcomes A student:

uses a legible, fluent and automatic handwriting style, and uses digital technology, including word-processing applications, when creating texts.

Content Students:

form all letters with consistent size and slope in NSW Foundation Style write correctly formed letters in alphabetic order and from memory use word-processing program functions, including text editing applications recognise and use keys to show more complex punctuation or symbols type up to 5 familiar words per minute use taught software functions to create texts in a range of modes for different contexts, purposes and

audiences.


Stage 1: Handwriting and digital technologies



Respond to and create literature This content is best addressed in parallel with:

Creating texts Spelling Handwriting and digital technologies

Outcomes A student:

responds to literature read and viewed, by creating texts with intentional language and structure choices for different audiences and purposes.

Content

Context: Communication of information and ideas varies according to audience purpose, and the mode and medium through which it is delivered

Students:

identify how the language and form of a text vary according to purpose, audience and mode identify how different groups and cultures are represented in texts create and re-create texts imaginatively in a range of modes and media using their understanding of

context.

Narrative: Narrative is constructed for particular audience and purpose

Students:

identify the sequence of events that make up a narrative identify patterns in narratives that set up expectation and aid prediction of actions and attitudes identify key messages in narratives that evoke feelings identify that narratives can be varied in their telling understand that narratives present a particular view of the world create and re-create narratives in a range of modes and media using their understanding of narrative

features.



Character: Characters are created of imagined thoughts, words and actions

Students:

identify how characters are constructed through different modes and media and through a combination of modes105

identify how characters reflect lived experience and make connections to students’ own lived experience

identify how characters can invite positive and negative responses identify the language, dialogue, actions, images or music that create a reader response to a

character create and re-create characters in texts that demonstrate understanding of character composition.

Imagery, symbol and connotation: Language can appeal to the senses

Students:

identify figurative language and wordplay in texts identify symbols106 in texts, and how they bring deeper meaning create texts that include symbols, wordplay and figurative language innovate from studied texts to play with symbols, wordplay and figurative language.

Representation: The same objects, events, people, emotions and ideas may be presented in different ways by different people

Students:

identify features of texts from a range of cultures, including language patterns and style of illustration and theme, and compare similarities and differences

express a range of feelings in response to a text recognise ways in which the same meaning in texts is shaped by structure, symbol and language express preferences for specific texts and authors and listen to the opinions of others adapt a well-known text for a different audience and/or purpose create texts with the same meaning or theme for different audiences and purposes.

Examples 105 Characters may be constructed using words and pictures. 106 Symbols may include: water, colour.



Argument: Opinions are supported by information and ideas presented in a structured way

Students:

identify phrases in texts that project opinions identify how structure and images reinforce ideas identify persuasive arguments expressed through different forms and modes, and the intended

audience create paragraphs that contain a single idea (topic sentence) and supporting evidence create and re-create texts that include persuasive arguments using knowledge of text and language

features.


Sample teaching advice

Early Stage 1: Phonological awareness Phonological awareness is an appreciation of the constituent sounds of spoken words. This includes:

syllable onset rime phoneme.

Students typically first identify and manipulate larger speech units, such as words and syllables. With time, they graduate to smaller speech units (eg phonemes).

Phonemic awareness is a sub-skill of phonological awareness. Phonemic-aware students identify and manipulate phonemes in spoken words.

Phonological processes such as blending and segmenting are essential reading (decoding) and spelling (encoding) strategies.

Address this outcome using words that are:

high frequency subject specific Tier 2.

For example, students may sort a set of taught high-frequency words according to their:

initial phoneme final phoneme medial phoneme.

Teachers should be mindful when teaching phoneme manipulation. The more phonemes a word has, the harder the manipulation tasks will be.

Rhyme Engage students in:

singing songs nursery rhymes rhyming/rhythmic stories.

As each word is spoken aloud students may sing along, clap and/or jump with the beat. These activities build awareness of word boundaries, syllables and rhyme.

Line writing Some students may find distinguishing between words and syllables difficult. Line writing can be a helpful modelling strategy or shared writing activity. The teacher draws a line for each word in a phrase or sentence as it is being spoken. They then work with the students to write the corresponding words.



Phoneme manipulation activities

Oral text innovations

Engage the students in oral text innovations. Focus on wordplay involving onset–rime patterns and alliterations. Words should include consonant digraphs and consonant blends.

Syllabification

Segmenting a word into its syllables (syllabification) helps students manage the cognitive load when spelling less-familiar multisyllabic words. Explicit teaching of syllabification can begin with familiar words, such as student names. Remind students that each syllable contains a vowel phoneme. Explain that each syllable must contain a vowel phoneme.

Identify one-syllable words that end in the same rime

For example: sm-all / t-all / f-all

Ask students to suggest other examples. Correct mistakes immediately by modelling a similar but correct substitute. Ask students to repeat with you.

Phoneme substitution and deletion

Model phoneme manipulations using CVC / CCVC / CVCC / CCVCC words. Represent phonemes with material objects such as coloured blocks or counters. For example:

Substitution: Listen while I say a word. The word is cat. Take away the c and change to s. What word is it now? sat

Deletion: The word is bend. Now take away the b. What word is it now? end.



Early Stage 1: Spelling Spelling is the essential word-formation process when creating texts. Spelling proficiency in the first year of school influences writing and reading success.

By the end of Early Stage 1, to spell simple words and support their emerging spelling skills students combine their awareness of:

speech sounds (phonology) taught letter patterns (orthography) word-meanings (morphology).

Phonological, orthographic and morphological strategies An evidence-based instructional approach involves explicit teaching of the phonological, orthographic and morphological components of spelling. Ideally the instruction is targeted and in small-group structures. An increased amount of explicit instruction will also likely maximise learning outcomes.

Explicitly teach high-frequency words by explaining the phonological, orthographic and morphological features of each one.

Engage students in closed and open word sorts. Focus on targeted phonological, orthographic and morphological features. Rather than just reading, involve students in handwriting the target words for word-sorting tasks.

Teaching spelling Teaching spelling needs to be explicit and should include:

modelling and explaining the sound structures in spoken words the phonics code (see Phonics) word-meanings generalisations for using suffixes that mark plurality107 and tense.108

Spelling teaching episodes should:

occur at least 4 times each week take about 10 to 15 minutes each be integrated with the teaching of phonics and handwriting.

Each week teachers should also aim to include an aspect of:

phonology orthography morphology.

107 Examples suffixes that mark plurality mat–mats. 108 Examples suffixes that mark tense: jump–jumps–jumping–jumped.



Metalanguage

Teachers may want to introduce some metalanguage when explicitly teaching the linguistic features of words:

letter name phoneme syllable vowel consonant base word suffix.

Phonics

Students rely on the basic phonics code when decoding and spelling words in a range of writing contexts. The phonics code supports spelling of:

a range of one-syllable words and taught high-frequency (homophones and compound) words.

The phonics code may need to be introduced and taught at different rates to meet individual student learning needs. Some learners may need more intensive instruction and consolidation time.

Graphemes

Using a few single-letter graphemes to spell CVC words makes it possible to introduce the plural-marking suffix s. For example, mats, tins, pans, pots, hats.

Consolidation

Connect the taught concepts with relevant words and provide many opportunities for consolidation. Words that are being used when teaching, reading and writing should appear in a range of texts, subjects and topics.

Use dictation and cloze tasks. Focus on taught linguistic properties within words, for consolidation and/or assessment purposes.

Assessing progress

To assess progress, use systematic and reliable spelling error-analysis tools. Consider how errors may reflect a breakdown in phonological, orthographic and morphological processing. Use error-analysis data to inform teaching priorities in these 3 components of spelling.

Modelling strategies

Students may use mini whiteboards to imitate the spelling processes that the teacher models. Use material objects (magnetic letters, coloured counters, blocks) to model the process of blending

and segmenting phonemes in words. Encourage students to say target spelling words in the context of sentences.



Early Stage 1: Handwriting Handwriting is the formation, size, spacing, position, placement of alphabetic letters on a page. Developing a fluent and legible handwriting style is an essential skill for writing. Handwriting can also significantly influence student confidence in expressing their ideas.

By the end of Early Stage 1, students can:

form lower-case and upper-case letters use a comfortable posture when creating texts.

Developing fine motor skills Provide opportunities for students to participate in activities that promote the development of fine motor skills such as:

drawing painting threading sewing weaving using tweezers using plasticine/clay squeezing sponges.

Patterns Before teaching specific letter formations, teach patterns that support shape and direction.

Until the students can fluently copy, use large patterns and movements:

arm/hand in the air brush in paint finger in a salt/sand tray or on the carpet.

As students advance, teach patterns such as circular and zigzag lines on blank, unlined paper.

Introducing letters Alphabetical order is not necessarily the most effective way to introduce letters. In part this is because reversible letters (such as b / d / p / q) appear close together in the alphabet.

Developing handwriting skills Teachers support students to develop handwriting skills by providing explicit teaching followed by short daily practice sessions. Short, sharp and frequent handwriting lessons are likely to be more effective than longer, less regular lessons.

Teacher modelling is a key component of instruction. For example, introduce a letter, then demonstrate and describe how that letter is formed.



Comfortable posture Model and encourage a comfortable posture to support writing. Poor posture:

impedes the movement of the arm and hand reduces control when writing.

Remind students when writing to use a pencil grasp that does not strain their hand, arm or shoulder.

Desks and chairs

Comfortable posture includes ensuring that suitable furniture is available. During writing tasks, teachers should check that:

the non-writing arm can rest on the desk and keep the paper still chairs allow students to place their feet flat on the floor.

Digital technologies Being able to use digital technologies to create texts is also important.

Students in Early Stage 1 can also use digital technology to create simple texts for a range of purposes. For example, they could use basic word-processing functions to:

experiment with digital text creation type familiar words such as their own name.

Keyboards

When introducing computer keyboarding, ensure that the set-up is appropriate. For example, students may need keyboards with:

high-contrast or colour-coded letter stickers larger or more compact keys.



Stage 1: Phonological awareness Students enter Stage 1 with an awareness of:

word boundaries syllables onset rime patterns phonemes in spoken words.

They need to refine their process of blending and segmenting, and working with words that contain more syllables and phonemes.

When reading and writing across a range of subject areas, teachers must provide regular opportunities for students to apply phonological skills with increasing:

efficiency accuracy automaticity.

Teachers should focus on:

segmenting words into syllables (syllabification) phoneme segmentation and blending using multisyllabic words (also referred to as ‘polysyllabic

words’).

Address this outcome using words that are:

high frequency subject specific Tier 2.

For example, students may sort a set of taught words according to:

the type of vowel phoneme the word has which syllable is accented in a list of two-syllable words.

Teachers should be mindful when teaching phoneme manipulations. The more phonemes a word has, the harder the manipulation tasks will be.

Spoken words Model and demonstrate the difference between:

phonemes

– short vowel phonemes (short o in hop) – long vowel phonemes (long o in hope) – schwas (a reduced vowel sound, as in the first vowel sound in compete).

syllables

– unaccented (or unstressed) syllables – accented syllables (as in final syllable in the word compete).



Monosyllabic and multisyllabic words Model identifying one-syllable words that end in the same rime. Note how the spelling of the rime can differ across words.109

Invite students to suggest other examples. Correct mistakes immediately by modelling a similar but correct substitute and asking the students to repeat it.

Model and provide regular experiences for students to find examples of the following in any texts they are reading:

one-syllable (monosyllabic) words two-syllable (disyllabic) words words with 3 or more syllables (polysyllabic).

After writing the words down, ask students to count how many phonemes they can hear in each syllable for each word. This gives students a strategy to reduce the cognitive load when spelling less-familiar polysyllabic words. Remind students that each syllable must contain a vowel phoneme.

Wordplay Engage the students in oral and written text innovations focusing on wordplay involving:

onset–rime patterns tongue twisters alliterations.

Phoneme substitution and deletion Model phoneme manipulations using CVC / CCVC / CVCC / CCVCC words. Represent phonemes with material objects such as coloured blocks or counters. For example:

Substitution: Listen while I say a word. The word is flat. Take away the f and change to s. What word is it now? Slat.

Deletion: The word is stitch. Now take away the st. What word is it now? Itch.

109 Spelling of rime can differ across words, for example fur / stir / her.



Stage 1: Handwriting and digital technologies Developing a fluent handwriting style enables the writer to focus on higher-order text-generation skills. A legible handwriting style is also important for the reader.

Students begin Stage 1 knowing how to form all lower-case and upper-case letters. Throughout Stage 1, they continue to refine their handwriting. Letter formations become:

increasingly faster consistent in size, slope and spacing.

Teachers should closely monitor:

writing posture pencil grasp letter formations

and provide immediate corrective feedback.

Developing handwriting skills Teachers support students to develop handwriting skills by providing explicit teaching followed by short daily practice sessions. Short, sharp and frequent handwriting lessons are likely to be more effective than longer, less regular lessons.

Spacing and line position Encourage students to leave a finger space (about 1.5 cm) between their words.

Use paper that provides a guide above and below the main writing line (eg ‘dotted thirds’). Refer to these lines as:

sky (top dotted line) grass (main line) earth (lower dotted line).

Begin with lines that are widely spaced. As students develop control and fluency of the letter formations narrow the width between the lines.

Figure 2: Demonstration of the stroke direction and order to form letters.



Letters To teach consistent size ensure that

tall letters (b, d, f, h, k, l, t) are tall tail letters (g, j, p, q, y) have a long enough tail short letters (a, c, e, i, m, n, o, r, s, u, v, w, x, z) are short and positioned correctly on the line.

Digital technologies Students in Stage 1 also expand and apply their knowledge of digital technologies and software functions when creating texts.

For example, students:

know how to create a table or simple diagram develop increasing response times when typing familiar words can include punctuation or other symbols when creating digital texts.

Computer keyboarding skills

It is important to support students when they are first developing computer keyboarding skills. Letters on the keyboard get covered up when the student types. Place stickers or pieces of tape with letters on their home row fingers. This allows the student to see which finger controls each letter.



Stage 1: Spelling Learning to spell is important for expanding vocabulary skills. It can enhance meaning-making when reading and writing. A student who is proficient at spelling is better equipped to focus on other important aspects of writing.

In Stage 1, students know that spelling is an important visible word-level language element of text creation. They understand that Standard Australian English spelling involves awareness of:

speech sounds (phonology) how conventional letter patterns represent speech sounds (orthography) how word parts signal meaning and grammar (morphology).

By the end of Stage 1, students can apply a combination of these strategies when spelling words across a range of topics and subject areas. They articulate a range of spelling strategies, including some generalisations for using suffixes.

Students demonstrate automaticity when spelling taught high-frequency words in a range of writing contexts. They can efficiently combine an awareness of speech sounds with knowledge of taught letter patterns and word-meanings when spelling.

Students also apply knowledge of taught spelling conventions when decoding words that are less familiar to them and when they revise and edit spelling errors produced in their own writing.

Phonological, orthographic and morphological strategies An evidence-based instructional approach involves explicit teaching of the phonological, orthographic and morphological components of spelling. Ideally the instruction is targeted and in small-group structures. An increased amount of explicit instruction will also likely maximise learning outcomes.

Explicitly teach high-frequency and Tier 2 words by explaining the phonological, orthographic and morphological features of each one.

Engage students in closed and open word sorts. Focus on targeted phonological, orthographic and morphological features. Rather than just reading, involve students in handwriting the target words for word-sorting tasks.

Phonological strategies

These may include:

syllabification onset and rime manipulations phoneme blending and segmenting.

Ensure students can segment and blend all phonemes in one-syllable words before applying this strategy to multisyllabic words.

Orthographic strategies

These may include:

identifying the positional constraints of some graphemes (knowing that words never end with the grapheme oi but they can end with oy)

identifying plausible letter sequences (the trigraph igh is plausible but ihg is not).



Morphological strategies

These may include:

identifying the meaning and function of the smallest meaningful units within a word (morphemes) and teaching students the rules associated with how to combines morphemes to produce a word.

Combining the study of morphemes with exposure to the origin of those morphemes (etymology) can be helpful to some students.

Teaching spelling Spelling teaching episodes should:

occur at least 4 times each week take about 10 to 15 minutes each be integrated with the teaching of phonics and handwriting.

Each week teachers should also aim to include an aspect of:

phonology orthography morphology.

The teaching of spelling may occur in parallel with reading and writing instruction. For example, students reading a text may examine the linguistic properties of specific words used in the context of sentences. This can be particularly helpful when focusing on the morphological component of spelling.

Some learners may need more intensive instruction and extra consolidation time.

Metalanguage

Use metalanguage to describe how words are structured:

digraph trigraph split digraph base word suffix prefix.

Consolidation

Provide many opportunities for consolidation. Connect the taught concepts with relevant words. These words should appear in a range of texts, subjects and topics that are being used when teaching reading and writing.

Use dictation and cloze tasks. Focus on taught linguistic properties within words, for consolidation and/or assessment purposes.



Assessment

Spelling assessment should involve a systematic error analysis of words. This can be used to determine teaching priorities and longitudinal progress. Assess progress across the phonological, orthographic and morphological applications in spelling.

It is particularly important to use reliable, standardised/norm-referenced dictation assessments. These should:

use error analysis of real words and pseudo-words be combined with analyses of words that students spell in compositions they create.

Instructional planning is also informed by ongoing and systematic monitoring of spelling error types.

Using a dictionary Teach students how to use a print dictionary to support their awareness of:

letter sequences within words (orthographic sensitivity) how word meaning can influence spelling.

Documents

English K-2: Draft outcomes and content for consultation