YEAR ONE 2022 LITERACY PROGRAM TERM ONE

In Year 1, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed
to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming
verse, poetry, non-fiction, film, dramatic performances and texts used by students as models for constructing their own texts.
The range of literary texts for Pre-primary to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and
Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world
literature, including texts from and about Asia. Literary texts that support and extend Year 1 students as independent readers involve
straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a
small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These
include decodable and predictable texts which present a small range of language features, including simple and compound sentences, some
unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, as well as illustrations and
diagrams that support the printed text.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings
and poetry.

Content Descriptors
- Recognise that different types of punctuation, including full stops. Engage in conversations and discussions, using active listening behaviours, showing interest,
and contributing ideas, information and questions.
- Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and
details such as when, where and how (adverbs) (ACELA1452)
- Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)
- Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458)
- Use visual memory to read and write high-frequency words (ACELA1821)
- Write using unjoined lower case and upper case letters (ACELY1663)
- Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text
processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

Week One
Handwriting Shared Reading Spelling
Ss Reading Eggs Level 5 – Noises in the night. Discuss cover, To, in, the, went, me
Oo what the story will be about. Discuss what is happening Play flower power using the above words.
Aa throughout. Children use whiteboards to put these words
Uu into a simple sentence.
Ask children as a class to brainstorm the names of
One letter & sentence each day. objects in the story. Discuss these are called nouns In pairs, a partner calls out the word and their
Sentences which have alliteration utilising the above (names of person, place/ thing). Ask children to look partner write It on the whiteboard and vice
letters. around the class, identify nouns and write them down. versa.

e.g Sam sat on the sand. Introduce vocabulary from the story on flashcards. Put Call out 3 letter CVC words. Children write on
the words in oral sentences. paper/ whiteboards. Check if correct, repeat.

Write name every morning as they arrive. EVERYDAY – capital letters, finger spaces,
letters on lines & full stops.

Writing Phonics Comprehension

Think, Pair, Share – Favourite holiday event. Model
writing about holidays. Children write about holiday and
draw a picture. (USE AS ASSESSMENT). Prompts for
support children provided.
All about me activity.
Revision of PP sounds (single sounds) use cards to show
children, they verbally recall the sounds. Children write
initial sound and final sound of CVC words called out.
Revise PP sounds. Choose objects around the room to
write initial sound on whiteboards.
Read passage and discuss together as a whole
class.
Complete comprehension questions as a whole
class. Resource from Top Teacher.

Provide children with a picture. Discuss what they can Introduce vowels to the children. Identify vowel in Differentiated for different groups.
see in the picture. Children glue picture in their writing words.
book. Write “I can see a _______ in the sea” for
example. Repeat during the week with different pictures.

Create simple sentences with the spelling words in them.

Week Two
Handwriting Shared Reading Spelling
Ii Reading Eggs Level 5: Pirates Discuss cover, what the To, in, the, went, me (revise)
Ee
Ff
Pp
Bb
One letter & sentence each day.
Sentences which have alliteration utilising the above
letters.
Writing
Think, Pair, Share – Weekend recount. Introduce the
First, then, next, later, finally. (Just use first two)
Provide children with a picture. Discuss what they can
see in the picture. Children glue picture in their writing
book. Write “I can see a _______ in the sea” for
example. Repeat during the week with different pictures.
Create simple sentences with the spelling words in them.
Week Three
Handwriting
story will be about. Discuss what is happening
throughout.
Ask children as a class to brainstorm the names of
objects in the story. Discuss these are called nouns
(names of person, place/ thing). Ask children to look
around the class, identify nouns and write them down.
Introduce vocabulary from the story on flashcards. Put
the words in oral sentences.
Phonics
Revision of PP sounds (single sounds) use cards to show
children, they verbally recall the sounds.
Show flashcards at, in, on, am, in, if, is, as, up.
Hold up CVC chart (cat, fat, pat, sit, fit) sound out words
and children write on whiteboards.
Call out words, children record middle sound on
whiteboards.
Call out simple sentences and ask children to record on
whiteboards.
The pig is hot. The dog can run. My big cat has a red hat.
Shared Reading
Be, no go, we, into (introduce)
Play flower power using the above words.
Children use whiteboards to put these words
into a simple sentence.
In pairs, a partner calls out the word and their
partner write It on the whiteboard and vice
versa.
Call out 3 letter CVC words. Children write on
paper/ whiteboards. Check if correct, repeat.
EVERYDAY – capital letters, finger spaces,
letters on lines & full stops.
Comprehension
Read passage and discuss together as a whole
class.
Complete comprehension questions as a whole
class. Resource from Top Teacher.
Differentiated for different groups.
Spelling
 Reading Eggs Level 6: Something Special Discuss cover, I, like, my, with, have (revise previously taught
Tt what the story will be about. Discuss what is happening words)
Ww throughout. Play flower power using the above words.
Vv Children use whiteboards to put these words
Revise a, e, I, o, u Ask children as a class to brainstorm the names of into a simple sentence.
objects in the story. Discuss these are called nouns
One letter & sentence each day. (names of person, place/ thing). Ask children to look In pairs, a partner calls out the word and their
Sentences which have alliteration utilising the above around the class, identify nouns and write them down. partner write It on the whiteboard and vice
letters. versa.

Call out 3 letter CVC words. Children write on

paper/ whiteboards. Check if correct, repeat.

EVERYDAY – capital letters, finger spaces,

Writing
Think, Pair, Share – Weekend recount. Introduce the
First, then, next, later, finally. (Just use first two)
Give out pictures with food. Food is a noun. Children
write “I like to eat the……”.
Cut out and glue nouns into the correct box, place/
animal or thing.
letters on lines & full stops.
Phonics Comprehension
Revision of PP sounds (single sounds) use cards to show
children, they verbally recall the sounds. Read passage and discuss together as a whole
class.
Call out the following words and have children write
down the initial sound. Table, book, grapes, zoo, mountain, fly, Complete comprehension questions as a whole
pen, school, jar class. Resource from Top Teacher.
Call out following words, children write middle sound: Differentiated for different groups.
Duck, bell, wig, bed, shop, chick, ham, crack, hop

Grammar Sort Activity as a whole class.

Call out following sentences
Put the words into sentences.
The pen is red.
-I can see a pink pig.
Cold Task (T4W) -Mum and I went into a bus.

Week Four
 Handwriting Shared Reading Spelling
Reading Eggs Level 6: Summer Nights Park, of, family, was, and
Kk Discuss cover, what the story will be about. Discuss what Play flower power using the above words.
Jj is happening throughout. Children use whiteboards to put these words
Dd into a simple sentence.
Gg Complete reading eggs activity.
One letter & sentence each day. In pairs, a partner calls out the word and their
Sentences which have alliteration utilising the above partner write It on the whiteboard and vice
letters. versa.

Call out 3 letter CVC words. Children write on

paper/ whiteboards. Check if correct, repeat.

EVERYDAY – capital letters, finger spaces,

letters on lines & full stops.
Writing Phonics Comprehension
Think, Pair, Share – Weekend recount. Introduce the Revision of PP sounds (single sounds) use cards to show
First, then, next, later, finally. children, they verbally recall the sounds. Read passage and discuss together as a whole
class.
T4W Program Introduce vowels, short and long sound.
Letters & Sounds y, z, zz, qu Complete comprehension questions as a whole
Call out the following and children write: class. Resource from Top Teacher.
I see a pig.
The fox is big.
Differentiated for different groups.
I went to see the red duck.
My Mum has a bus.
The rat naps on the mat.
Pip has a pen.
Drill sound cards, call out sound, children write the letter on
whiteboard.
The dog naps.
I can see a rat.
I like my hat.
A dog is on a log.
I went to the park. Dad and I have ham.

Week Five
 Handwriting Shared Reading Spelling
Mm Reading Eggs Level 6: The Surprise Prince. Was, no, go, see, she, he & me.
Nn Ask children to read a page each as a whole class. Children use whiteboards to put these words
Yy Make predictions about what will happen in the story. into a simple sentence.
Uu Discuss characters, adjectives and nouns.
One letter & sentence each day. In pairs, a partner calls out the word and their
Sentences which have alliteration utilising the above Activity: Write about favourite part of the story. Could be partner write It on the whiteboard and vice
letters. the setting or a particular character. versa.

Teach look, cover, write & check in spelling

book.

Call out 3 letter CVC words. Children write on

paper/ whiteboards. Check if correct, repeat.

EVERYDAY – capital letters, finger spaces,

Writing
Think, Pair, Share – Weekend recount. Following the
structure of First, then, next, later, finally.
T4W Program
letters on lines & full stops.
Phonics Comprehension
Revision of taught sounds.
Read passage and discuss together as a whole
Teach “ai” as in rain. Brainstorm words that have the ai sound in class.
them as a whole class. Complete ai activity.
Teach “igh” as in light. Brainstorm words that have the ai sound in Complete comprehension questions as a whole
them as a whole class. Complete ai activity. class. Resource from Top Teacher.

Teach “oa” as in boat. Brainstorm words that have the ai sound in Differentiated for different groups.
them as a whole class. Complete ai activity.

Revise the above sounds in various activities.

Week Six
Handwriting Shared Reading Spelling
Qq Reading Eggs Level 6: Spiders Revise spelling words taught so far this term.
Oo Ask children to read a page each as a whole class. Children use whiteboards to put these words
Rr Make predictions about what will happen in the story. into a simple sentence.
Uu Discuss characters, adjectives and nouns.
Choose a word and put into a sentence with an
One letter & sentence each day. Activity: Complete reading eggs activity sheet as a whole adjective and a noun.
Sentences which have alliteration utilising the above class.
letters. Teach look, cover, write & check in spelling
book.

Word Search with the words in there for

children to find.

EVERYDAY – capital letters, finger spaces,

Writing
Think, Pair, Share – Weekend recount. Following the
structure of First, then, next, later, finally.
T4W Program
letters on lines & full stops.
Phonics Comprehension
Revision of taught sounds and revise below digraphs.
Read passage and discuss together as a whole
Teach “ai” as in rain. Brainstorm words that have the ai sound in class.
them as a whole class. Complete ai activity.
Teach “igh” as in light. Brainstorm words that have the ai sound in Complete comprehension questions as a whole
them as a whole class. Complete ai activity. class. Resource from Top Teacher.

Teach “oa” as in boat. Brainstorm words that have the ai sound in Differentiated for different groups.
them as a whole class. Complete ai activity.

Revise the above sounds in various activities.

Week Seven
Handwriting Shared Reading Spelling
Zx Reading Eggs Level 6: My Family Tree Revise spelling words taught so far this term.
Xx Ask children to read a page each as a whole class. Children use whiteboards to put these words
Kk Make predictions about what will happen in the story. into a simple sentence.
Bb Discuss characters, adjectives and nouns.
One letter & sentence each day. Choose a word and put into a sentence with an
Sentences which have alliteration utilising the above Activity: Complete reading eggs activity sheet as a whole adjective and a noun.
letters. class.
Teach look, cover, write & check in spelling
book.

Word Search with the words in there for

children to find.

EVERYDAY – capital letters, finger spaces,

Writing
Think, Pair, Share – Weekend recount. Following the
structure of First, then, next, later, finally.
T4W Program
letters on lines & full stops.
Phonics Comprehension
Revision of taught sounds and taught digraphs.
Read passage and discuss together as a whole
Practice reading and spelling all of phase 2 and 3 captions, questions class.
and sentences on pages 69, 93 & 94.
Practice reading decodable high frequency words page 88. Complete comprehension questions as a whole
class. Resource from Top Teacher.
Reading phase 3 tricky words – the, to, I, no, go, into.
Differentiated for different groups.
Write dictation sentences using the sounds ai, ee, igh and oa.
Week Eight
Handwriting Shared Reading Spelling
Dd Reading Eggs Level 6: Frankie Lends a Hand. Revise the following: Are, they, what, when,
Gg Ask children to read a page each as a whole class. those.
Cc Make predictions about what will happen in the story. Children use whiteboards to put these words
Aa Discuss characters, adjectives and nouns. into a simple sentence.

One letter & sentence each day.
Sentences which have alliteration utilising the above
letters.
Activity: Complete reading eggs activity sheet as a whole Choose a word and put into a sentence with an
class. adjective and a noun.
Teach look, cover, write & check in spelling
book.

Find spelling words in library books, write on

whiteboards.

EVERYDAY – capital letters, finger spaces,

letters on lines & full stops.
Writing Phonics Comprehension
Think, Pair, Share – Weekend recount. Following the Revise all taught sounds throughout the term.
structure of First, then, next, later, finally. Read passage and discuss together as a whole
Revise CVC words. class.
T4W Program
Revise vowels – short and long.
Complete comprehension questions as a whole
Revise “oi” and “oo” digraphs. class. Resource from Top Teacher.
Complete activity to assist this.
Differentiated for different groups.

Week Nine
Handwriting Shared Reading Spelling
Xx Reading Eggs Level 7: Farm Animals Revise previous words and introduce - Home,
Jj Ask children to read a page each as a whole class. away, some, come
Yy Make predictions about what will happen in the story. Children use whiteboards to put these words
Pp Discuss characters, adjectives and nouns. into a simple sentence.

One letter & sentence each day.
Sentences which have alliteration utilising the above
letters.
Activity: Complete reading eggs activity sheet as a whole Choose a word and put into a sentence with an
class. adjective and a noun.
Teach look, cover, write & check in spelling
book.

Find spelling words in library books, write on

whiteboards.

EVERYDAY – capital letters, finger spaces,

letters on lines & full stops.
 Writing
Think, Pair, Share – Weekend recount. Following the
structure of First, then, next, later, finally.
T4W Program
Phonics
Revise all taught sounds throughout the term.
Teaching spelling Phase 3 tricky words – the, to, I, no, go, into.
Teaching strategy on page 88.
Teach reading of tricky word my & you. Page 87.
Adding “S” to the end of words. Complete activity to consolidate
this.
Comprehension
Read passage and discuss together as a whole
class.
Complete comprehension questions as a whole
class. Resource from Top Teacher.
Differentiated for different groups.

Week Ten – REVISION WEEK, FINISH OFF ANY UNFINISHED LESSON & CONSOLIDATE TAUGHT CONCEPTS
Handwriting Shared Reading Spelling

Writing Phonics Comprehension