English Program

Foundation/Pre-Primary Term 1

Teaching and Learning

Pre-Assessment
(Introduction)
 Topic based learning
 Learning names and
appropriate
greetings
 Variety of books
 Modelling
 Explicit teaching
Summative Assessment
 Teacher observation
Curriculum Activities
Learning Support ← Core → Extension Exposure Teaching Points
Intentions (Explicit Questioning)
Understand that  Small group work  Learning that different language exists;  Extension topics  Class discussion  Continue with greetings in different languages
English is one of many with EA targeting discussing the various languages for oral  One on one conversations and begin to learn how to say farewells in other
languages spoken in specific areas of encountered in the community and at school; presentation languages.
 Class discussion
Australia and that concern. acknowledge the home languages of
 News telling/ oral presentation – all about my
 Continue learning songs in other languages (as
different languages students who speak another language, and per Term 1)
may be spoken by pet project
valuing their ability to speak more than one  Read big book “where are you from”.
family, classmates and One on one conversations
language.  Explicit teaching: listening, appropriate voice
community (ACELA  Recognise that some text can include both levels, articulation and body language, gestures
1426) standard Australian English and elements of and eye contact.
other languages including aboriginal and
Torres strait islander languages.

 Variety of Explore how language Small group work  Learning that language varies according to  Extension  Discussion about roles, titles, names and  What is different about talking to mum or your
books is used differently at with EA targeting the relationship between people, for example through oral what is appropriate. teacher? For example….
 Modelling home and school specific areas of between parent and child, teacher and presentation and  Teacher modelling appropriate language  Small group questioning, i.e. how do we talk to our
depending on the concern. student, siblings, friends, shopkeeper and conversation Class discussion friends?
relationships between customer  News telling/ oral presentation – all about  Is this an appropriate way to talk to…
people (ACELA1428)  Learning that we use different tone and style my pet project
of language with different people  One on one conversations
 Learning to ask relevant questions and to  Peer discussions
express requests and opinions in ways that
suit different contexts.
Summative Assessment
 Teacher observation

 Reading a variety Understand that  Small group  Recognise some of the ways we can use  One on one  Pictures  Teaching children to use/state appropriate
of books i.e. when language can be used work speech, gestures, writing and media to conversations  Photos words to express emotion and appropriate
I’m feeling to explore ways of  When talking communicate feelings between  Books – when I’m feeling needs/likes/dislikes.
sad/mad/happy expressing needs, with  Recognise some of the ways emotions and teacher and happy/sad/scared/jealous/lonely etc.  How did that make you feel?
etc. likes and dislikes individual feelings can be conveyed and influenced by student.  Feeling faces (health)  How do you think that made _____ feel?
(ACELA1429) children visual representations, for example in  PATHS (health program)  What do you think Jesus would do/say?
advertising and animations.  Use a happy/sad face
Summative Assessment
 Teacher observation

 On entry Understand concepts Small group work  Learning about print: direction of print and Creating our own Throughout the term we will:  After viewing or reading compare the
assessment about print and screen, One on one EA return sweep, spaces between words books.  Read a variety of books. different features.
 Brainstorm ideas including how books, support  Learning that standard Australian English in Reading and viewing  View short films on the big screen.
of where we film and simple digital written text is read from left to right and from activities  Use technology in the classroom Questions -
might see print texts work, and know top to bottom of the page and that direction of including texts on the IPad and laptops  Book: show me the cover, the title, the
e.g. TV, books, some features of print, print may differ in other cultures for example  During shared reading teacher model illustrations, what direction we read/should
the internet, for example Japanese texts. how text is read across the page, turning read
movies. directionality  Learning about front and back covers; title, the page, starting from the front.  Film: When was the title and the credits
 Direct (ACELA1433) authors, layout and navigation of Identify features of books – shown
questioning digital/screen texts  Cover & back page  Digital text: Where are the arrows to go to
about books and  Learning about simple functions of keyboard  Illustrations the next page? Where is the home button?
screen and mouse including typing letters, scrolling,  Writer and illustrator Etc.
selecting icons and drop down menu. Identify features of film –
  Music
 Animation
 Credits
Identify features of digital text –
 Turning the page
Manipulating scenes
 Summative assessment

 On entry Recognise that texts  Small group work  Explore spoken, written and multimodal text  Writing  Posters  Can you show me a word?
assessment are made up of words with EA targeting and identifying elements, for example words sentences,  Class library  Can you show me a sentence?
 Introduce big book and groups of words specific areas of and images. adding  Modelled reading  What happens when we leave out a word? Does it
 Use correct that make meaning concern and punctuation  exploring spoken, written and multimodal make sense?
terminology e.g. (ACELA1434) focus children. texts  What is happening ere?
sound, word,  Big book – Modelled reading  What does this mean/say?
sentence  Discuss appropriate reading techniques;
starting points, direction, pauses.
 Discuss initial sounds make up words and
words make up sentences.
 Literacy groups – Dianna Riggs sounds,
CVC words, sentence strips, spelling
activities
 Assessment

On entry assessment Recognise and  Small group work  Recognising and producing rhyming words  Extension  Dianna Riggs activities in differentiated  What are the beats or syllables in this word? –
Dianna Riggs generate rhyming with EA targeting when listening to rhyming stories or rhymes, groups literacy groups – please refer to the Dianna rig syllable cards
resources & Screening words, alliteration specific areas of i.e. ‘funny’ and ‘money’  Remedial synthetic phonics sheet below for sound  Which words rhyme ___,___,___? – Dianna
Sheet patterns, syllables and concern.  Identifying patterns of alliteration in spoken groups sequence (attached) Riggs rhyming cards, songs, books and finger
sounds (phonemes) in  EA work with words i.e. ‘helpful henry’  One on one EA  Refer to Dianna Riggs rhyming and rhymes.
spoken words target children  Identify syllables in spoken words, for syllabification resources  Dianna Riggs sound cards, Dianna Riggs CVC
(ACELA1439) example clapping the rhythm of ‘mon-day’
using Dianna  Reading a variety of books words, Dianna Riggs sentence strips.
Riggs resources Ja-cob’ etc.  Transition activities (i.e. clapping out the
syllables in students names to go to lunch)

 Assessment

On entry assessment Understand that words  Small group  Learning that words are made up of  Dianna Riggs  Dianna Riggs activities- Refer to Dianna  What is this a picture of? (dog)
Teacher direct are units of meaning work with EA meaningful parts i.e. dogs have two sentences Riggs resources  What is more than one dog? (dogs)
questioning and can be made of targeting meaningful parts ‘dog’ and ‘s’ meaning more  Dianna Riggs  Refer to synthetic phonics sheet attached
more than one specific areas than one Stories/spelling  Mat discussions – modelled reading
meaningful part of concern.  Journal writing
(ACELA1818)  EA work with
target
children using
Dianna Riggs
and other
applicable
resources
 Assessment

 Dianna Riggs Segment sentences   Identify and manipulate sounds (Phonemes)  Dianna Riggs  Onset and rime home readers  Can you sound out….
screen into individual words in spoken words i.e. c-a-n sentences  Dianna Riggs CVC words  Can you write…..
 Teacher and orally blend and  Identify in one syllable spoken words i.e. d-og  Home Readers  Reading/literacy groups  Can you read….
observation segment onset and and b-ig  Dianna Riggs spelling activities
rime in single syllable  Blending phonemes to form one-syllable  Class discussions
spoken words, and spoken words, I.e. s-u-n is orally expressed  Modelled reading
isolate, blend and as ‘sun’
manipulate phonemes
in single syllable words
(ACELA1819)
 Assessment

 Dianna rig screen Write consonant-  EA focus  Listening to hear that children use  Teacher  Dianna Riggs CVC words  Teach sounds i.e. S makes ‘s’
 Teacher vowel-consonant children letters/sounds (when necessary) to help them extension through  Reading/literacy groups  Explicit teaching of sounding out and makeing
observations (CVC) words by  Small group read CVC words and hear and record Literacy groups  Dianna Riggs spelling activities words during literacy groups
representing some literacy sessions appropriate sounds associated with letters
sounds with the when writing CVC words for example ‘kat’ for
appropriate letters, and ‘cat’
blend sounds
associated with letters
when reading CVC
words (ACELA1820)
 Assessment

 Dianna Riggs Know how to read and  EA focus  Know how to write some high frequency  Teacher  Dianna Riggs CVC words  Explicit teaching – refer to Dianna Riggs
screen write some high- children words recognised in shared texts and texts extension through  Reading/literacy groups “teaching the first 25 sight words”
 On entry frequency words and  Small group being read independently for example ‘and’, Literacy groups  Dianna Riggs spelling activities
assessment other familiar words literacy ‘my’, ‘is’, ‘the’, and ‘went’  Dianna Riggs sight words
(ACELA1817) sessions  Know how to write students own names and  Name writing on all work/white boards/in
those of other familiar people sand/with rocks etc.
Summative Assessment
 Teacher observation and specific questioning

 Dianna Riggs Recognise and name  Small group work  Using familiar and common letters in  Dianna Riggs  Explicitly teach during literacy groups 3  What sound does an S make?
screening sheet all upper and lower with EA targeting handwritten and digital communication extension times a week (please refer to the synthetic  Flash upper and lower case cards and ask what
case letters specific areas of  Identifying familiar and recurring letters and resources i.e. phonics sheet below for sound sequence) sounds they make? (explicitly teach using
(graphemes) and know concern and the use of upper and lower case in written text sentence strips  Hands on stations i.e. writing in sand etc. Dianna Riggs resources)
the most common focus children. in the classroom and the community. i.e. ‘Tom  Journal writing  Differentiated literacy groups – Dianna Riggs  Can you tell me what letter this is?
sound that each letter went to the park.’ sounds, CVC words, sentence strips, spelling  Is this an upper/lower case letter?
represents activities  Do we use upper case letters in the middle of our
(ACELA1440)  Journal writing names?
 Handwriting books  What comes at the start of a sentence?
 Can you make/write a lower/upper case letter?
Summative Assessment
 Pre-literacy screen of syllable segmentation and rhyme identification.

Read shared books & Recognise that texts  Small group/ one  Recognise that there are story tellers in Compare authors, -books in the classroom library  Who is your favourite author and why?
discuss features of the are created by authors on one work. all cultures look at differences -modelled reading  What was your favourite part of the story?
book e.g. Setting, who tell stories and  Viewing stories by aboriginal and Torres and similarities. -using technology to listen to a story e.g. you  Similarities and differences between the
characters, problem, share experiences that strait islander storytellers form online tube author styles eg. Illustration, themes, writing
solution etc. may be similar or sources *Expectation for -research of the different authors styles etc.
different to students’  Comparing experiences depicted in extension students to  Author study – Eric Carle.  Comprehension strategy:
own experiences stories with students’ own write extra  Eric Carle – The very hungry  Predicting – I think the book will be about…,
(ACELT1575)  Engaging with text that reflect the social information/sentences caterpillar, The bad tempered I think next…, Maybe../I wonder…
and cultural groups to which students ladybird, and other Eric Carle books.
belong.  Making life connections - I remember when.
 Students pose questions to the author.
- This part reminds me of
 Before, during, after activity
 Visualizing - In my mind I can see - I can
smell, I can feel/taste, -I can remember/the
Students draw and write their favourite part of
picture in my head is..
the story.
Summative Assessment
 One on one interview - complete checklist

Pre assessment of Respond to texts,   Talking about stories and authors, choosing  Book reports  books in the classroom library  What is your favourite Eric Carle book?
writing (portfolio piece) identifying favourite favourites, discussing how students feel about  -modelled reading  Do you prefer Eric Carle to the Fairy tales from
stories, authors and what happened in stories  Author study – Eric Carle. last term?
illustrators  Engaging with the humour in some stories  Eric Carle – The very hungry caterpillar, The  What was your favourite part? Etc.
(ACELT1577) and repeating favourite lines, jokes and ideas. bad tempered ladybird, and other Eric Carle
 Returning to preferred texts and commenting books.
on reasons for selection  Compare to fairy tales read in term
 -using technology to listen to a story e.g. you
tube
  -research on Eric Carle
Summative Assessment
 One on one interview - complete checklist

Teacher questioning Recognise some Frequent Recognise cultural patterns of storytelling, for Independent  providing different types of texts within the  Read a variety of Eric Carle books and ask
and observation different types of exposure. example ‘once upon a time’, ‘a long, long time reading/writing. classroom questions such as:
literary texts and ago’  Brainstorm ideas of different types of literary  How do fairy tales start and end? How is this
identify some Working in Providing different texts that we might find in the environment different/ like Eric Carle’s books? (for example
characteristic features smaller learning literary texts in a or the classroom. ‘Once upon a time’, ‘A long, long time ago’)
of literary texts, for groups. class book in the  Read a variety of Eric Carle books.
example beginnings classroom library for  Compare Eric Carle to Fairy tales from term
and endings of independent readers. 1
traditional texts and
rhyme in poetry
(ACELT1785)

 Modelled reading Retell familiar literary EA support  Drawing, labelling and role playing Student perform a  Modelled reading 
 Reading a variety texts through Small group representations of characters and events retell with puppets or  Modelled retell through illustration and
of familiar text performance, use of support  Reciting rhymes with actions in costume. performance
illustrations and  Using digital technologies to retell events and Book reports  drawing, labelling and role playing
images (ACELT1580) recreate characters from favourite print and representations of characters or events
film texts.  reciting rhymes with actions
 using digital technologies to retell events
and recreate characters from favourite print
and film texts
 Modelling retell through performance and
illustration.
 Small group work
 Finger rhymes on mat

Innovate on familiar  Performing memorable actions or  
texts through play behaviours of favourite or humorous
(ACELT1831) characters in texts
Summative Assessment

On entry assessment Listen to and respond EA support with  Listening to, remembering and following  Direct higher  Being part of group sessions  Buddy work – relating conversation to the text
Class story time orally to texts and to individual children simple instructions thinking  Students answer teacher directed questions (pair share activities) ie. Retell stories and peers
Mat sessions the communication of  Sequencing ideas in spoken texts, retelling questions to about books news to their buddy.
Oral presentation others in informal and well known stories, retelling stories with specific students  Retell a short story to a buddy  Direct questions to specific students during mat
structured classroom picture ques, retelling information reading  Ask questions after other students share times.
situations story maps. news.
(ACELY1646)
Summative Assessment
 Informal teacher observations
 Portfolio retell activity
 One on one observation of students diary writing

On entry assessment Use interaction skills  Teacher  Learning how to use different voice levels  Extension topics  News chart  Teaching appropriate mat time rules
Modelled and explicit including listening prompting appropriate to a situation, for example for oral  Circle time rules  News telling/oral presentation skills.
teaching while others speak,  EA support learning about ‘inside voices’ and ‘outside presentation  Explicit teaching: listening, appropriate voice
using appropriate voices’  News telling levels, articulation and body language, gestures
voice levels,  Learning to ask questions and provide  Mat sessions and eye contact.
articulation and body answers that are more than one or two words  Buddy work
language, gestures Small groups
and eye contact
(ACELY1784)
Summative Assessment
 Informal teacher observations

 On entry Use comprehension  Teacher  Talking about the meaning in texts listened to, Independent readers  Use Diana Rigg – Comprehension Home
assessment strategies to prompting viewed and read and asked questions Readers (use in class and ask questions
understand and  EA support one on one or in small groups).
 Question students discuss texts listened  Visualising elements in a text (for example to check  After whole class shared reading ask:
about the book to, viewed or read drawing an event or character from a text comprehension.  Tell me about this setting?
(just by looking at independently read aloud)  Tell me about the main event?
the front cover). (ACELY1650)  Providing simple, correct-sequenced retelling  Tell me about the main idea in this story?
of narrative text  Diana Rigg – Comprehension Home
 Relating one or two key facts from informative Readers (repeat in class and ask questions
texts one on one).
 Finding a key word in a text to answer a literal  Predicting & Summarising (retell)
question  Identifying events & characters
 Making links between events in a text and  Use different text ie. Wordless books, Shaun
students own experiences the sheep & short films like Charlie & Lola
 Making an inference about a character’s (You tube)
feelings
 Discussing and sequencing events in stories
 Drawing events in sequence, recognising that
for some aboriginal and Torres Strait islander
stories that the sequence of events may be
cyclical
Summative Assessment
 Retell of familiar text/perform with puppets.

 Portfolio pre Produce some lower  literacy (small)  Adopting correct posture and pencil grip Diary writing  Handwriting books
assessment sheet case and upper case group support  Learning to produce simple handwriting Dianna Riggs Story  Writing letter in sand/ shaving cream/
letters using learned  focus children movements writing activities white boards/ black boards etc.
letter formations with EA  Following clear demonstrations of how to
(ACELY1653) construct each letter (for example where to
star; which direction to write)
 Learning to construct lower case letters and
to combine these into words
 Learning to construct some upper case letters
Summative Assessment
 Teacher observation – checklist.
Achievement Receptive modes (listening, reading and viewing)
Standard
By the end of the Foundation year, 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, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of
the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen
Relevant aspects of for rhyme, letter patterns and sounds in words.
the achievement
standard for this term
(highlighted). Productive modes (speaking, 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. In informal group
and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in
words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours
and experimentation with capital letters and full stops. They correctly form known upper and lowercase letters

Shaded boxes indicate term focus

Cross-Curricular
Aboriginal & Torres Strait Islander Histories and Cultures Asia & Australia’s Engagement with Asia Sustainability
Priorities
General Critical and Personal and Intercultural
Literacy Numeracy ICT Capability Ethical Behaviour
Capabilities Creative Thinking Social Capability Understanding
Learning Area Society & Technology & Health & Phys. Christian
Maths Science History The Arts LOTE
Links Environment Enterprise Education Education
 Ongoing Content Across the Year
Content Area Content Descriptors Classroom Strategies Term Focus
What routines, processes and strategies will be used to address this content? How does it relate to the main focus for the Term?
This can be generic and ongoing through the year e.g. guided reading Specific content for the term.
processes, writer’s workshop, editing practices etc…
Reading Understand that texts can take many forms, can be very - Modelled writing, diary writing etc. - Capital letters for the start of names, not using them in
and short (for example an exit sign) or quite long (for - Reading a variety of stories the middle of names etc.
Reading example an information book or a film) and that stories - Small performances to re-tell a story.
Comprehension and informative texts have different purposes
(ACELA1430)

Listen to and respond orally to texts and to the

communication of others in informal and structured
classroom situations (ACELY1646)

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)

Retell familiar literary texts through performance, use of

illustrations and images (ACELT1580)

Oral Language Deliver short oral presentations to peers (ACELY1647)* - News/short oral presentation - Questioning: who, what, where, when, why, how,
News feelings

Use interaction skills including listening while others

speak, using appropriate voice levels, articulation and
body language, gestures and eye contact (ACELY1784)

Sound and letter Recognise rhymes, syllables and sounds (phonemes) in
knowledge spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are
lower and upper case letters (ACELA1440)
Produce some lower case and upper case letters using
learned letter formations (ACELY1653)
Vocab Understand the use of vocabulary in familiar contexts related
to everyday experiences, personal interests and topics taught
at school (ACELA1437)*
- Able to identify rhymes/syllables and sounds in spoken
- ‘Charlie over the water’ game words
- Diana Rigg rhyme cards/initial sound cards - Making sure that writing is correctly modelled
- Name writing - Use of capital letters is correct – not in the middle of
- Diary writing/modelled writing words, used at the beginning of a sentence etc.
- Handwriting prac/white boards
- Creating a bank of words - Re-using these words through discussions, talking
- Providing a print rich environment about related topics etc.
 Language
Language variation & change
Understand that English is one of many
languages spoken in Australia and that
different languages may be spoken by
family, classmates and community
(ACELA1426)
Language for social interaction
Explore how language is used differently
at home and school depending on the
relationships between people
(ACELA1428)
Evaluative language
Understand that language can be used to
explore ways of expressing needs, likes
and dislikes (ACELA1429)
Purpose, audience & structures of different
types of texts
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
Text cohesion
Understand that some language in written
texts is unlike everyday spoken language
(ACELA1431)
Punctuation
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)
Concepts of print & screen
Understand concepts about print and
screen, including how books, film and
simple digital texts work, and know some
features of print, for example
directionality (ACELA1433)
Sentence & clause level grammar
Recognise that sentences are key units for
expressing ideas (ACELA1435)
Word level grammar
Recognise that texts are made up of words different to students’ own experiences
and groups of words that make meaning
(ACELA1434)
Visual language
Explore the different contribution of
words and images to meaning in stories
and informative texts(ACELA1786)
Vocabulary
Understand the use of vocabulary in
familiar contexts related to everyday
experiences, personal interests and topics
taught at school (ACELA1437)
Spelling
Know that spoken sounds and words can
be written down using letters of the
alphabet and how to write some high-
frequency sight words and known words
(ACELA1758)
Know how to use onset and rime to spell
words (ACELA1438)
Phonemic Awareness
Recognise rhymes, syllables and sounds
(phonemes) in spoken words (ACELA1439)
Alphabet Knowledge
Recognise the letters of the alphabet and
know there are lower and upper case
letters (ACELA1440)
Literature
How texts reflect the context of culture &
situation in which they are created
Recognise that texts are created by
authors who tell stories and share
experiences that may be similar or
(ACELT1575)
Personal responses to the ideas ,characters
and viewpoints in texts
Respond to texts, identifying favourite
stories, authors and illustrators
(ACELT1577)
Expressing preferences & evaluating texts
Share feelings and thoughts about the
events and characters in texts(ACELT1783)
Features of literary texts
Identify some features of texts including
events and characters and retell events
from a text (ACELT1578)
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)
Language devices in literary texts (including
figurative language)
Replicate the rhythms and sound patterns
in stories, rhymes, songs and poems from
a range of cultures (ACELT1579)
Creating literary texts
Retell familiar literary texts through
performance, use of illustrations and
images (ACELT1580)
Literacy
Texts & the contexts in which they are used Creating texts
Identify some familiar texts and the Create short texts to explore, record and
contexts in which they are used report ideas and events using familiar
(ACELY1645) words and beginning writing knowledge
(ACELY1651)
Listening & speaking interactions purpose
and context
Editing
Listen to and respond orally to texts and Participate in shared editing of students’
to the communication of others in own texts for meaning, spelling, capital
informal and structured classroom
letters and full stops (ACELY1652)
situations (ACELY1646)
Handwriting
Produce some lower case and upper case
Listening & speaking interactions skills
Use interaction skills including listening letters using learned letter formations
while others speak, using appropriate (ACELY1653)
voice levels, articulation and body
Use of software
language, gestures and eye contact Construct texts using software including
(ACELY1784)
word processing programs (ACELY1654)
Oral presentations
Deliver short oral presentations to peers
(ACELY1647)
Purpose & audience
Identify some differences between
imaginative and informative
texts(ACELY1648)
Reading processes
Read predictable texts, practising phrasing
and fluency, and monitor meaning using
concepts about print and emerging
contextual, semantic, grammatical and
phonic knowledge (ACELY1649)
Comprehension strategies
Use comprehension strategies to
understand and discuss texts listened to,
viewed or read independently
(ACELY1650)