English K-2 Draft outcomes and content for consultation 23 March 2021 - 30 April 2021 - NESA
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NSW Education Standards Authority English K–2 Draft outcomes and content for consultation 23 March 2021 – 30 April 2021
Released March 2021 © 2021 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. The NESA website holds the ONLY official and up-to-date versions of these documents available on the internet. ANY other copies of these documents, or parts of these documents, that may be found elsewhere on the internet might not be current and are NOT authorised. You CANNOT rely on copies from any other source. The documents on this website contain material prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form, or transmitted to any other person or stored electronically in any form without the prior written permission of NESA, except as permitted by the Copyright Act 1968. When you access the material you agree: to use the material for information purposes only to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire material without the prior permission of NESA to acknowledge that the material is provided by NESA to include this copyright notice in any copy made not to modify the material or any part of the material without the express prior written permission of NESA. The material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner’s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. NESA has made all reasonable attempts to locate owners of third-party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer. Phone: (02) 9367 8289 Fax: (02) 9279 1482 Email: copyright@nesa.nsw.edu.au Published by NSW Education Standards Authority GPO Box 5300 Sydney NSW 2001 Australia www.educationstandards.nsw.edu.au D2021/53360
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
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. English K–2: Draft outcomes and content for consultation 4
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 English K–2: Draft outcomes and content for consultation 5
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 English K–2: Draft outcomes and content for consultation 6
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. English K–2: Draft outcomes and content for consultation 7
Table of draft outcomes Content Early Stage 1 outcomes Stage 1 outcomes A student: A student: Oral language communicates effectively by using communicates effectively by using agreed interpersonal conventions and agreed interpersonal conventions and language with familiar peers and language to extend and elaborate adults ideas for social and learning interactions Vocabulary effectively uses vocabulary in familiar understands and effectively uses contexts related to everyday taught Tier 28 and Tier 39 vocabulary experiences, personal interests and to extend and elaborate ideas subject-specific language Print conventions tracks written texts from left to right No outcomes in Stage 1 and from top to bottom of the page and identifies visual and spatial features of print Phonological identifies and manipulates identifies and manipulates phonemes awareness phonological units in spoken words as in spoken words with fluency as a a strategy for reading and creating strategy for reading and creating texts texts Phonic knowledge uses single-letter grapheme– uses initial and extended phonics, phoneme correspondences and including vowel digraphs and common digraphs to decode and trigraphs, to decode and encode encode words when reading and words when reading and creating creating texts texts Text-reading reads short and decodable texts sustains reading aloud for the first fluency aloud for the first time with expression time, with expression and an easy and an easy speech rhythm, grouping speech rhythm, attending to words into meaningful parts, with few punctuation and with few errors or errors or self-corrections self-corrections Reading comprehends independently read comprehends independently read comprehension texts using background knowledge, texts that require sustained reading word knowledge, knowledge and by efficiently activating background understanding of text structure 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. English K–2: Draft outcomes and content for consultation 8
Table of draft outcomes Content Early Stage 1 outcomes Stage 1 outcomes A student: A student: Creating texts creates texts using knowledge of creates texts using knowledge of writing processes, grammar and writing processes, grammar and vocabulary, that have at least 4 vocabulary, that have consistent use clearly connected ideas and include of paragraphing, correctly punctuated correct simple sentences sentence structures and include varied sentence beginnings for effect Spelling applies phonological, orthographic applies phonological, orthographic and morphological generalisations and morphological generalisations and strategies to spell taught familiar and strategies to spell Tier 110 and and high-frequency words when taught Tier 2 words when creating creating texts for different purposes texts for different purposes Handwriting (ES1) / forms all lower-case and upper-case uses a legible, fluent and automatic Handwriting and letters to create texts handwriting style, and uses digital digital technologies technology, including word- (S1) processing applications, when creating texts Respond to and responds to literature read to them responds to literature read and create literature through experimenting with creating viewed, by creating texts with texts 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. English K–2: Draft outcomes and content for consultation 9
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. English K–2: Draft outcomes and content for consultation 10
Draft outcomes and content for Early Stage 1 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.’ English K–2: Draft outcomes and content for consultation 11
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 12
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 13
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 14
Draft outcomes and content for Early Stage 1 Teaching advice Sample teaching advice is available for this content: Early Stage 1: Phonological awareness English K–2: Draft outcomes and content for consultation 15
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 16
Draft outcomes and content for Early Stage 1 Text-reading fluency 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. English K–2: Draft outcomes and content for consultation 17
Draft outcomes and content for Early Stage 1 Reading comprehension 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. English K–2: Draft outcomes and content for consultation 18
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 19
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 20
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 21
Draft outcomes and content for Early Stage 1 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 Teaching advice Sample teaching advice is available for this content: 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). English K–2: Draft outcomes and content for consultation 22
Draft outcomes and content for Early Stage 1 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. Teaching advice Sample teaching advice is available for this content: Early Stage 1: Handwriting English K–2: Draft outcomes and content for consultation 23
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 24
Draft outcomes and content for Early Stage 1 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. English K–2: Draft outcomes and content for consultation 25
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.’ English K–2: Draft outcomes and content for consultation 26
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 27
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 28
Draft outcomes and content for Stage 1 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. Teaching advice Sample teaching advice is available for this content: Stage 1: Phonological awareness English K–2: Draft outcomes and content for consultation 29
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 30
Draft outcomes and content for Stage 1 Text-reading fluency 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. English K–2: Draft outcomes and content for consultation 31
Draft outcomes and content for Stage 1 Reading comprehension 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. English K–2: Draft outcomes and content for consultation 32
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 33
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 34
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 35
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 36
Draft outcomes and content for Stage 1 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. Teaching advice Sample teaching advice is available for this content: Stage 1: Spelling English K–2: Draft outcomes and content for consultation 37
Draft outcomes and content for Stage 1 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. Teaching advice Sample teaching advice is available for this content: Stage 1: Handwriting and digital technologies English K–2: Draft outcomes and content for consultation 38
Draft outcomes and content for Stage 1 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. English K–2: Draft outcomes and content for consultation 39
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