Year 1 English Content Descriptions - Literacy
Texts in context
Discuss different texts and identify some features that indicate their purposes
WA1ELYT1
For example:
- identifying features of texts which are specific to the text type, such as the purpose of indexes in
non-fiction texts, images that help make meaning in a story, or rhyme in a poem and how it helps readers remember the words
Interacting with others
Use interaction skills, including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
WA1ELYI1
Analysing, interpreting and evaluating
Describe some similarities and differences between imaginative, informative and persuasive texts
WA1ELYA1
For example:
- discussing and comparing different types of texts on a similar topic, such as illustrations in a fictional picture book about the Australian bush and diagrams in an informative text on the same topic
Read decodable and authentic texts using developing phonic and word knowledge, phrasing and fluency, and monitor meaning using context and grammatical knowledge
WA1ELYA2
For example:
- drawing on phonic knowledge to read regular CV, VC, CVC and CCVC and CVCC and CCCVC words in phonic (decodable) readers
- use phonic and vocabulary knowledge to read some authentic texts, such as environmental print, shared and personally chosen texts
- using strategies, such as self-monitoring for meaning, or re-reading when meaning breaks down
- using punctuation, such as full stops and commas to develop fluency and prosody
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning in texts by drawing on vocabulary and growing knowledge of context and text structures
WA1ELYA3
For example:
- previewing texts to draw on prior knowledge of text structure to help navigate the text
- making connections to other texts to help build literal and inferred meaning
- listening for and drawing on vocabulary, such as topic‑specific words to help summarise an informative text
- monitoring understanding by participating in discussions and reflecting on other people’s ideas about texts
- visualising a character and/or setting using the author’s descriptions to help build inferred meaning
- searching for information to clarify questions or misunderstandings about the text
Creating texts
Create, re-read and co-edit short written and/or multimodal texts to report on a topic, express an opinion, or recount a real or imagined event or experience, and use imagination to tell, retell or adapt a story, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one‑ and two‑syllable words
WA1ELYC1
For example:
- creating written texts using words, punctuation and images for different purposes, such as a recount of a shared experience or an informative text about a favourite hobby
Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement, some topic-specific vocabulary and appropriate gesture, volume and pace
WA1ELYC2
Explore features of familiar digital tools to create or add to texts
WA1ELYC4
For example:
- experimenting with using the camera on a tablet to add an image to a text