Language

For example:

• exploring culturally appropriate greetings or conventions from different home languages
• interacting with local or visiting Aboriginal and Torres Strait Islander peoples through greetings and culturally appropriate conventions

For example:

• using verbs to describe a range of responses to a text, such as prefer, enjoy
• experimenting with conjunctions, such as since, although, or except for to explain their response

For example:

• locating information using the subheadings in a non-fiction text
• identifying language features in texts, such as action verbs in a procedural text
• co-constructing a response to a performance from The Arts using a familiar format

For example:

• replacing repeated nouns with pronouns, such as Jack was hungry. Jack He bought some magic beans but Jack’s his mother threw the beans them out.
• omitting words in a sentence, such as I thought my cat was hungry but he was not hungry.

For example:

• identifying and using the coordinating conjunctions found in compound sentences: for, and, nor, but, or, yet, so
• sorting sentences into simple and compound sentence groups

For example:

• adding words to nouns to make a noun group, such as changing the noun cat into a noun group, one (article) very old, lazy (adjectives) cat
• adding words to verbs to make a verb group, such as changing walked into walked along the road slowly

For example:

• discussing detail that is included in the images but not present in the words
• identifying and describing the way images are used to expand meaning, such as a character’s facial expression to communicate emotion, or graphs, diagrams and maps to communicate facts and details

For example:

• identifying the separate items in a list as indicated by the commas, such as peas, beans, carrots and pumpkin
• making use of capital letters in titles of proper nouns to help make meaning in texts

For example:

• blending and segmenting spoken words to
  • identify the phonemes in spoken words, such as proud, scratch and stick
  • delete initial phonemes, such as [s] in snail 
  • substitute final sounds, such as the [g] in flag for [p]

For example:

• reading and writing words that contain
  • less common long vowel patterns, such as <ey> they, <eigh> eight, <ea> break, <ie> chief, <y> funny, <igh> right,<o> cold, <oe> toe, <ow> flow, <ew> new
  • r-controlled vowels, such as <ar> star, <er> herd, <ir> bird, <ur> fur
  • diphthongs, such as <oi> boil, <ow> now, <oy> boy
  • consonant clusters, such as <qu>, <spl>, <str>, <spr>, <tw>, <gh> laugh, <tch>
• blending and segmenting phonemes in words, such as cloudy or brother, as a decoding or encoding strategy
• decoding or encoding using onset and rime (initial phoneme substitution or rime substitution)

For example:

• identifying that <ee>, <ea>, <y> and <ie> can all make a long [e] sound
• recognising that the sound [s] can be represented with various letter combinations, such as <s>, <c>, <sc>, <ce> and <ss>
• know that children with the same name may spell their names differently, such as Amy/Aimee, Mark/Marc

For example:

• reading and writing words of more than one syllable with
  • vowel digraphs, such as <ee>, <oo>, <ai>, <ay>, <ey>, <ea>, <au>, <oi>, <ou>, <ow>, <ui>
  • less common long vowel patterns, such as <igh> high, <ie> chief
  • consonant clusters, such as <tch>, <spl>, <scr>, <ph>, <tw>, <gh>
  • silent letters, such as <k> know, <g> gnome, <t> whistle, <h> hour, <l> walk
• reading and writing compound words, such as motorcycle, whiteboard, rainbow, breakfast

For example:

• using spelling patterns for words, such as would, could, should and walk,​ chalk, talk
• spelling words using morphemic knowledge for words, such as once, only, one, lonely and two, twelve, twenty, twin, twist

For example:

• recognising that a base word is a morpheme that holds meaning
• building word families that are linked by meaning by adding prefixes and suffixes to base words, such as cover, covers, covered, uncover, uncovered, uncovering; discover, discovered, discovering