LIBRARY TERM 1

2015

YEAR 1 ENGLISH ACHIEVEMENT STANDARD

YEAR 2 ENGLISH ACHIEVEMENT STANDARD

Receptive modes (listening, reading and viewing): By

Receptive modes (listening, reading and viewing): By

Students read aloud, with developing fluency and

intonation, short texts with some unfamiliar
vocabulary, simple and compound sentences and
supportive images. When reading, they use knowledge
of sounds and letters, high frequency
words, sentence boundary punctuation and
directionality to make meaning. They recall key ideas
and recognise literal and implied meaning in texts.
They listen to others when taking part in
conversations, using appropriate language features.
They listen for and reproduce letter patterns and letter
clusters.

They read texts that contain

varied sentence structures, some unfamiliar
vocabulary, a significant number of high frequency
sight words and images that provide additional
information. They monitor meaning and self-correct
using context, prior knowledge, punctuation, language
and phonic knowledge. They identify literal and implied
meaning, main ideas and supporting detail. Students
make connections between texts by comparing
content. They listen for particular purposes.
They listen for and manipulate sound combinations and
rhythmic sound patterns.

the end of Year 1, students understand the different

purposes of texts. They make connections to personal
experience when explaining characters and main
events in short texts. They identify the language
features, images and vocabulary used to describe
characters and events.

the end of Year 2, students understand how similar

texts share characteristics by identifying text structures
and language features used to describe characters,
settings and events.

Productive modes (speaking, writing and creating)

Students understand how characters in texts are

developed and give reasons for personal preferences.
They create texts that show understanding of the
connection between writing, speech and images.
They create short texts for a small range of purposes.
They interact in pair, group and class discussions,
taking turns when responding. They make short
presentations of a few connected sentences on familiar
and learned topics. When writing, students provide
details about ideas or events. They accurately spell
words with regular spelling patterns and use capital
letters and full stops. They correctly form all upper- and

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences, students

use everyday language features and topic-specific
vocabulary. They explain their preferences for aspects
of texts using other texts as comparisons.
They create texts that show how images support the
meaning of the text.
Students create texts, drawing on their own
experiences, their imagination and information they
have learned. They use a variety of strategies to
engage in group and class discussions and make

lower-case letters.

presentations. They accurately spell familiar words and

attempt to spell less familiar words and use
punctuation accurately. They legibly write unjoined
upper- and lower-case letters.

TEACHING SEQUENCE
WEEK
ACTIVITY
2
Exploring the context of literature; Hold a sharing session where children share their

RESOURCES
Thank you card

favourite animal and what they like about it. ACELT1582

Create a wall display of pictures of childrens favourite animals. ACELT1582

Stock the class book corner with books about animals, fiction and non-fiction. ACELT1582
Share with the class a Thank You card that you have received. Talk about what it means to
be thankful. Ask children to think about what they do in their families to show that they are
thankful. ACELT1582

Examining literature: Categorise the different animals in the text according to habitat

and environment, for instance whether they mainly live or can be seen on land, in water, or
in the air. Create other categories such as size, life cycle or the types of food animals
eat. ACELT1593

Retrieval chart
Samples of alliteration
in the text

Make note of alliteration in the text. Create alliterating sentences about the classs favourite
animals. ACELT1585

Responding to literature: Have an alphabet hunt. Try to find flora or fauna in the text for

Retrieval alphabet

each letter of the alphabet. Extend the hunt outdoors, to the school playground or a nearby
park, to encourage children to look closely at their own environment. Explain how the text
encourages us to focus in on small details of nature and to look at them in new
ways. ACELA1458

pages

Responding to literature: Discuss how we can show our thankfulness for creatures big

Powerpoint
Google image search

and small. Visit the Royal Society for Prevention of Cruelty to Animals (RSPCA)
or WWF websites to see what others are doing to help look after and protect animals
around the world.ACELY1670
Create a PowerPoint presentation showing images of a chosen animal from For All
Creatures and including sentences about the characteristics that other children in the class
may not know about. ACELT1593

Creating literature: On a map of the world locate the country of origin of illustrated

Map of the world

animals. Research countries not included and create your own list of interesting animals in
other parts of the world. ACELY1670 ACELT1593

Examining text structure and cohesion(including punctuation): List

the nominalised verbs such as haughtiness, nonchalance, gentleness and tenderness.
Define them and ask children to attempt to act them out or mime them. ACELA1452

Definitions of
nominalized verbs

Discuss the way the use of conjunctions (particularly and) and commas creates a rhythm
when read aloud. ACELA1465

Examining grammar and vocabulary: Conduct a vocabulary hunt. As a class, define

Dictionaries

and discuss words of interest. Choose one or two from each page, such as spiderlings,
metamorphosis, chrysalis, dawdlers, nocturnes, mopokes, enigmas and eccentrics.
Demonstrate use of a print or online dictionary. ACELA1452
Spiderling and puggle are names for young spiders and platypuses. Research to
list baby names for all the animals.ACELA1452

Examining visual and multimodal features: Look closely at the first three double9

page spreads, and the life cycles of spider, butterfly and frog. Compare these to
scientific diagrams. Draw lifecycles for other creatures, labeling stages. ACELA1453

Given and New refer to left and right layout, with Given or known on the left of the image
and New or unfamiliar on the right. Many narrative texts use this layout; leading readers
from left to right. Review the layout of each illustration, two of which have animals moving
from right to left. Why this choice? What message is intended? How does this choice echo
a theme of looking back or reflection? ACELT1587

ADDITIONAL
RESOURCES

Additional resources: Find online dictionaries at Oxford or Merriam Webster. Discover names of animals babies
at enchanted learning or zooborns. Reference an online pin board of animal Haiku. Study animals at the Australian
Museum.

ASSESSMENT

Students connect the text to personal experiences (Week 1)

Students identify text structures and language features (Week 7)
Students create texts for a range of purposes, drawing on information they have learned (Week 5 & 6)