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English
English v8.1
ABLEWA Stage D
Language
READING AND VIEWING
Know that words can be spoken,
written, signed and represented
using symbols and communication
devices (ACELA1430d)
Understand how to make a
statement or ask a question
(ACELA1435d)
Recognise how a group of words
can represent an object or image
(ACELA1434d)
Explore connection between
words, objects and images in
stories and informative texts
(ACELA1786d)
Identify some of the features of
text such as digital /screen layout
Lit erat ure Lit eracy
READING AND VIEWING READING AND VIEWING
Know some characteristics and Identify some familiar texts and
features of literary texts, such as their use in the community
characters, beginning and ending (ACELY1645d)
in stories and rhyme in poetry
Identify familiar informative and
(ACELT1785d)
imaginary texts (ACELY1648d)
Identify topic and key events in
Read a simple sentence or
texts that reflect personal and
pictorial representation of a
familiar experiences
sentence (ACELY1649d)
(ACELT1575d)
Use images to retell or comment
Identify the characters, events
on a familiar text listened to and
and setting in a literary text
viewed (ACELY1650d)
(ACELT1578d)
WRIT ING
WRIT ING
Use symbols, letters and words to
Retell familiar text or event by
create a simple statement about
sequencing images and simple
an idea or event (ACELY1651d)
or the features of a book cover
(ACELA1433d)
Knowing that a letter can be the
same but look different, for
example capital and lower-case
letters (ACELA1440d)
WRIT ING
Understand that language can be
represented as written text
(ACELA1431d)
Use, communicate or articulate
high frequency words and
reproduce familiar sounds
(ACELA1758d)
Copy own name and recognise
some of the letters within it.
Understand that pausing is
presented in written text as a full
stop (ACELA1432d)
Identify the beginning sounds of
familiar words and some words
that sound the same
(ACELA1438d)
SPEAKING AND LIST ENING
Understand that people
communicate in different ways
(ACELA1426d)
Know how to greet and maintain a
short interaction with others
(ACELA1428d)
Use different ways to express
needs, likes and dislikes
statements (ACELT1580d)
SPEAKING AND LIST ENING
Identify favourite texts topic and
character (ACELT1577d)
Express likes or dislikes about
characters and events in a text
(ACELT1783d)
Identify and copy the rhythms and
sound patterns in stories, rhymes
and songs from a range of
cultures (ACELT1579d)
Review own text and make
changes during shared editing
(ACELY1652d)
Copy and write letters, symbols
and numbers (ACALY1653d)
Use software or application by
selecting images and suggesting
simple sentences to accompany
the image (ACELY1654d)
SPEAKING AND LIST ENING
Listen and respond to
communication of others in
classroom situations and routines
(ACELY1646d)
Use turn taking, simple questions
and other behaviours related to
class discussions (ACELY1784d)
Deliver short oral presentation
about an object or event of
interest that identifies some of its
key characteristics (ACELY1647d)
(ACELA1429d)

Use vocabulary in the form of

short phrases for a variety of

purposes such as to request an

object, communicate a need,

recount information, or express a

feeling (ACELA1437d)

Identify the sounds within familiar

words (ACELA1439d)

Achievement st andard

Reading and Viewing

By the end of Stage D, students listen to and view a range of spoken, written and multimodal texts from familiar

contexts. They identify the main character and event in an imaginative text. They use visual images to identity the

key topic or theme within an informative text. They understand familiar text by using images and communicate a

short statement about the text. They can follow a simple pictorial timetable. They select their own reading material

by looking at the picture on the cover. They model reading by tracking text page by page, from left to right and top

to bottom, and follow or point to a line of text as it is being read. They use illustrations to retell a story and answer

simple questions about a story. They recognise the connection between print and the spoken word, identifying

spaces, letters and/or words in text, and reading familiar words and signs using partial cues and illustrations. They

identify some letters of the English alphabet and their associated sound. They retell a picture story they have

selected using key words to describe each picture. They respond to questions and sequence key words to describe

or predict what is happening in a picture, movie or book.

Writing

When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns

moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes

and patterns with some accuracy. They colour within a clearly defined area. They copy or write familiar letters with

beginning accuracy and copy/type their first name. They select and sequence pictures and key words to describe a

personally significant event or experience. They contribute key words to teacher-constructed texts to describe

pictures they have selected. They understand that what is said can be written down, indicate words, and

demonstrate knowledge of some rules associated with writing, such as working from left to right, top to bottom and

spacing.
Speaking and Listening

Students listen to and use spoken language to acknowledge and answer a person who communicates with them,

giving a response of up to three words. Students use some social conventions during social interaction, such as

making eye contact; show some understanding of turn taking; use appropriate volume; and articulate clearly. They

participate in communication with others by expressing likes, dislikes and ideas; sequence key words, signs or

symbols to describe a favourite object, completed piece of work, or to make a request; and communicate needs and

give reasons. They use simple phrases and simple sentences and sequence two key ideas. They listen to and

respond to sequence sentences when interacting with others, and ask questions at appropriate intervals to show an

interest in what the speaker is saying. Students follow simple, routine instructions that contain up to three key

words, and follow simple instructions given by an interactive computer software program.

Pre-primary year Syllabus

Language Lit erat ure Lit eracy

LANG UAG E VARIAT ION AND LIT ERAT URE AND CONT EXT T EXT S IN CONT EXT
CHANG E

Recognise that texts are created Identify some familiar texts and
Understand that English is one of
by authors who tell stories and the contexts in which they are
many languages spoken in
share experiences that may be used (ACELY1645)
Australia and that different
similar or different to students'
languages may be spoken by  Literacy
own experiences (ACELT1575)
family, classmates and  Critical and creative thinking

community (ACELA1426)  Literacy

INT ERACT ING WIT H OT HERS
 Personal and social capability
 Literacy
 Ethical understanding Listen to and respond orally to
 Intercultural understanding
texts and to the communication of
RESPONDING T O LIT ERAT URE
LANG UAG E FOR INT ERACT ION others in informal and structured

Respond to texts, identifying classroom situations

Explore how language is used
favourite stories, authors and (ACELY1646)
differently at home and school
illustrators (ACELT1577)
depending on the relationships  Literacy

between people (ACELA1428)  Literacy  Personal and social capability

 Critical and creative thinking

 Literacy
Use interaction skills including
 Personal and social capability
 Personal and social capability listening while others speak, using
 Intercultural understanding appropriate voice levels,
Share feelings and thoughts about
Understand that language can be
used to explore ways of
expressing needs, likes and
dislikes (ACELA1429)
 Literacy
 Personal and social capability
 Ethical understanding
T EXT ST RUCT URE AND
ORG ANISAT ION
Understand that texts can take
many forms, can be very short (for
example an exit sign) or quite long
(for example an information book
or a film) and that stories and
informative texts have different
purposes (ACELA1430)
 Literacy
Understand that some language in
written texts is unlike everyday
spoken language (ACELA1431)
 Literacy
Understand that punctuation is a
feature of written text different
from letters; recognise how capital
letters are used for names, and
that capital letters and full stops
signal the beginning and end of
sentences (ACELA1432)
 Literacy
Understand concepts about print
and screen, including how books,
the events and characters in texts
(ACELT1783)
 Literacy
 Personal and social capability
EXAMINING LIT ERAT URE
Identify some features of texts
including events and characters
and retell events from a text
(ACELT1578)
 Literacy
 Critical and creative thinking
Recognise some different types of
literary texts and identify some
characteristic features of literary
texts, for example beginnings and
endings of traditional texts and
rhyme in poetry (ACELT1785)
 Literacy
 Critical and creative thinking
Replicate the rhythms and sound
patterns in stories, rhymes, songs
and poems from a range of
cultures (ACELT1579)
 Literacy
 Intercultural understanding
CREAT ING LIT ERAT URE
Retell familiar literary texts
through performance, use of
illustrations and images
(ACELT1580)
articulation and body language,
gestures and eye contact
(ACELY1784)
 Literacy
 Personal and social capability
Deliver short oral presentations to
peers (ACELY1647)
 Literacy
 Personal and social capability
INT ERPRET ING , ANALYSING ,
EVALUAT ING
Identify some differences between
imaginative and informative texts
(ACELY1648)
 Literacy
 Critical and creative thinking
Read decodable and predictable
texts, practising phrasing and
fluency, and monitor meaning
using concepts about print and
emerging contextual, semantic,
grammatical and phonic
knowledge (ACELY1649)
 Literacy
Use comprehension strategies to
understand and discuss texts
listened to, viewed or read
independently (ACELY1650)
 Literacy
 Critical and creative thinking
 Personal and social capability
film and simple digital texts work,
and know some features of print,
for example directionality
(ACELA1433)
 Literacy
 Information and Communication
Technology (ICT) capability
EXPRESSING AND DEVELOPING
IDEAS
Recognise that sentences are key
units for expressing ideas
(ACELA1435)
 Literacy
Recognise that texts are made up
of words and groups of words that
make meaning (ACELA1434)
 Literacy
Explore the different contribution
of words and images to meaning
in stories and informative texts
(ACELA1786)
 Literacy
 Critical and creative thinking
Understand the use of vocabulary
in familiar contexts related to
everyday experiences, personal
interests and topics taught at
school (ACELA1437)
 Literacy
 Personal and social capability
 Literacy CREAT ING T EXT S
 Critical and creative thinking
Create short texts to explore,
record and report ideas and events
Innovate on familiar texts through
using familiar words and beginning
play (ACELT1831)
writing knowledge (ACELY1651)
 Literacy
 Literacy
 Critical and creative thinking
Participate in shared editing of
students' own texts for meaning,
spelling, capital letters and full
stops (ACELY1652)
 Literacy
 Critical and creative thinking
 Personal and social capability
Produce some lower case and
upper case letters using learned
letter formations (ACELY1653)
 Literacy
Construct texts using software
including word processing
programs (ACELY1654)
 Literacy
 Information and Communication
Technology (ICT) capability
 Critical and creative thinking
PHONICS AND WORD
KNOWLEDG E

Recognise and generate rhyming

words, alliteration patterns,

syllables and sounds (phonemes)

in spoken words (ACELA1439)

 Literacy

Recognise and name all upper and

lower case letters (graphemes)

and know the most common

sound that each letter

represents(ACELA1440)

 Literacy

Understand how to use knowledge

of letters and sounds including

onset and rime to spell words

(ACELA1438)

 Literacy

Know how to read and write some

high-frequency words and other

familiar words (ACELA1817)

 Literacy

Understand that words are units of

meaning and can be made of more

than one meaningful part

(ACELA1818)

Segment sentences into individual

words and orally blend and

segment onset and rime in single

syllable spoken words, and

isolate, blend and manipulate

phonemes in single syllable words

(ACELA1819)

 Literacy

Write consonant-vowel-consonant

(CVC) words by representing

some sounds with the appropriate

letters, and blend sounds

associated with letters when

reading CVC words (ACELA1820)

 Literacy

Pre-primary Achievement St andard

Handwriting behaviours will not be described in the year level achievement standard or the writing assessment

pointers. A resource is currently being developed to support teachers to monitor students’ handwriting behaviours.

Reading and Viewing

At Standard, students use predicting and questioning strategies to make meaning from texts. They recall one or two

events from texts with familiar topics. They understand that there are different types of texts and that these can

have similar characteristics. They identify connections between texts and their personal experience. They read

short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing

knowledge of concepts of print, sounds and letters, and decoding and self-monitoring strategies. They recognise the

letters of the English alphabet, in upper and lower case, and know and use the most common sounds represented

by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words.

Writing and Creating

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes

about familiar texts, objects, characters and events. When writing, students use familiar words, phrases and images

to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and

experimentation with capital letters and full stops.

Speaking and Listening

Students use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for

rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences.

They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group
and whole class settings, students communicate clearly. They retell events and experiences with peers and known

adults. Students identify and use rhyme, and orally blend and segment sounds in words.