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LANGUAGE (STRAND)
o Understand that language can be used to explore ways of expressing needs, likes
and dislikes (ACELA1429)
o 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)
o Understand that some language in written texts is unlike everyday spoken language
(ACELA1431)
o 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)
o 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)
READING (MODE)
Content Descriptors
o Recognise that sentences are key units for expressing
ideas (ACELA1435)
o Recognise that texts are made up of words and groups
of words that make meaning (ACELA1434)
o Understand the use of vocabulary in familiar contexts
related to everyday experiences, personal interests
and topics taught at school (ACELA1437)
o Recognise rhymes, syllables and sounds (phonemes) in
spoken words (ACELA1439)
o Recognise the letters of the alphabet and know there
are lower- and upper-case letters (ACELA1440)
LITERATURE (STRAND) LITERACY (STRAND)
o Recognise that texts are created by authors who tell stories and share experiences that may be similar o Identify some familiar texts and the contexts in which they
or different to students’ own experiences (ACELT1575) are used (ACELY1645)
o Share feelings and thoughts about the events and characters in texts (ACELT1783) o Listen to and respond orally to texts and to the
o Identify some features of texts including events and characters and retell events from a text communication of others in informal and structured
(ACELT1578) classroom situations (ACELY1646)
o Recognise some different types of literary texts and identify some characteristic features of literary o Identify some differences between imaginative and
informative texts (ACELY1648)
texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
o Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of o Read predictable texts, practising phrasing and fluency, and
cultures (ACELT1579) monitor meaning using concepts about print and emerging
o Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) contextual, semantic, grammatical and phonic knowledge
(ACELY1649)

LANGUAGE (STRAND)
o Understand that language can be used to explore ways of expressing needs, likes and dislikes
(ACELA1429)
o 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)
o Understand that some language in written texts is unlike everyday spoken language
(ACELA1431)
o 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)
o 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)
WRITING (MODE)
Content Descriptors
o Recognise that sentences are key units for expressing ideas (ACELA1435)
o Recognise that texts are made up of words and groups of words that
make meaning (ACELA1434)
o Understand the use of vocabulary in familiar contexts related to everyday
experiences, personal interests and topics taught at school (ACELA1437)
o 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)
o Know how to use onset and rime to spell words (ACELA1438)
o Recognise the letters of the alphabet and know there are lower and
upper case letters (ACELA1440)
LITERATURE (STRAND)
o Recognise that texts are created by authors who tell stories and share
experiences that may be similar or different to students’ own experiences
(ACELT1575)
o Respond to texts, identifying favourite stories, authors and illustrators
(ACELT1577)
o Share feelings and thoughts about the events and characters in texts
(ACELT1783)
o Identify some features of texts including events and characters and retell
events from a text (ACELT1578)
o Retell familiar literary texts through performance, use of illustrations and
images (ACELT1580)
LITERACY (STRAND
o Use comprehension strategies to understand and discuss
texts listened to, viewed or read independently (ACELY1650)
o Participate in shared editing of students’ own texts for
meaning, spelling, capital letters and full stops (ACELY1652)
o Produce some lower case and upper case letters using
learned letter formations (ACELY1653)
o Construct texts using software including word processing
programs (ACELY1654)

SPEAKING & LISTENING (MODE)

LANGUAGE (STRAND)
o Understand that English is one of many languages spoken in Australia
and that different languages may be spoken by family, classmates and
community (ACELA1426)
o Understand that language can be used to explore ways of expressing
needs, likes and dislikes (ACELA1429)
o Explore how language is used differently at home and school
depending on the relationships between people (ACELA1428)
o 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)
o Understand that some language in written texts is unlike everyday
spoken language (ACELA1431)
Content Descriptors
o Recognise that texts are made up of words and groups of words
that make meaning (ACELA1434)
o Explore the different contribution of words and images to meaning
in stories and informative texts (ACELA1786)
o Understand the use of vocabulary in familiar contexts related to
everyday experiences, personal interests and topics taught at
school (ACELA1437)
o 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)
o Know how to use onset and rime to spell words (ACELA1438)
o Recognise rhymes, syllables and sounds (phonemes) in spoken
words (ACELA1439)
LITERATURE (STRAND)
o Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
o Share feelings and thoughts about the events and characters in texts (ACELT1783)
o Identify some features of texts including events and characters and retell events from a
text (ACELT1578)
o 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)
o Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a
range of cultures (ACELT1579)
o Retell familiar literary texts through performance, use of illustrations and images
(ACELT1580)
LITERACY (STRAND)
o Identify some familiar texts and the contexts in which they are used
(ACELY1645)
o Listen to and respond orally to texts and to the communication of others
in informal and structured classroom situations (ACELY1646)
o Use interaction skills including listening while others speak, using
appropriate voice levels, articulation and body language, gestures and
eye contact (ACELY1784)
o Deliver short oral presentations to peers (ACELY1647)
o Use comprehension strategies to understand and discuss texts listened
to, viewed or read independently (ACELY1650)

Changes through the term highlighted in red.

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WK
SHARED READING & WRITING EXPERIENCES
Writing:
Narrative – The Enormous Turnip
 Students imitate a familiar text
through play.
 SUMMARY: Students learn Text
1 orally through rehearsals,
comprehension questions,
roleplay, and drama experiences.
 HOOK: Students pull a turnip out
of the sand pit.
 Sentence innovation and
composition.
SHARED READING & WRITING EXPERIENCES
Narrative – The Enormous Turnip
Students innovate a familiar text.
 SUMMARY: Students innovate
The Enormous Turnip using story
2 maps.
 Students use story maps to make
their own story. Begin Writing
SHARED READING & WRITING EXPERIENCES
Narrative
Narrative – The Enormous Turnip
Students innovate a familiar text.
3  SUMMARY: Students innovate
The Enormous Turnip using story
maps.
 Students use story maps to make
their own story. Finish writing
SHARED READING & WRITING EXPERIENCES
Recount – My trip to Antarctica
4 Students imitate a familiar text through
play.
When a sausage went for a walk by
by Ellisha MajidPeter Kendall.
 SUMMARY: Students learn Text
orally through rehearsals,
comprehension questions,
roleplay, and drama experiences.
 HOOK: Go on an Antarctica trip in
the class. Have a scene set up.
 Hook: Act out words fluttered,
clambered, huffed and puffed,
marched.
LITERACY ACTIVITIES / LEARNING INTENT
READING CENTRES
 Guided Reading
READING CENTRES
 Story Baskets
 Story retells boxes.
 Decodables
READING CENTRES
 Story Baskets
 Story retells boxes.
 Decodables
READING CENTRES
 Story Baskets
 Story retells boxes.
 Decodables
WRITING CENTRES
 Guided writing: Developing oral
and written sentences.
 Sh diagraph
WRITING CENTRES
 Sand writing- Alphabet, sh, ch
Target 1, 2, 3, 4 CVC words
 Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates
WRITING CENTRES
 Sand writing- Alphabet, sh, ch
Target 1, 2, 3, 4 CVC words
 Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates
WRITING CENTRES
 Sand writing- Alphabet, sh, ch
Target 1, 2, 3, 4 CVC words
 Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates
EYLF LINKS ASSESSMENT
SPEAKING & LISTENING OPPORTUNITIES Talk for Writing Cold Task Oral
Daily opportunity for students to share Week 5: Brightpath – copy all
their stories. students work and give to Bob,
Weekly opportunities to make a class Molly and Nat to moderate
text from a prompt. before moderating session.
Turnip soup
Sequencing story. Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
SPEAKING & LISTENING OPPORTUNITIES
Daily opportunity for students to share
their stories.
Weekly opportunities to make a class
text from a prompt. Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
SPEAKING & LISTENING OPPORTUNITIES
Daily opportunity for students to share
their stories.
Weekly opportunities to make a class
text from a prompt. Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
SPEAKING & LISTENING OPPORTUNITIES Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
Daily opportunity for students to share 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
daily activities.
Weekly opportunities to make a class
text from a prompt.
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SHARED READING & WRITING EXPERIENCES
Recount – When a sausage went for a
walk by Ellisha MajidPeter Kendall.
Students innovate a familiar text
5 through play.
SUMMARY Guided Writing: Capable
students write recount with teacher
over the week. BRIGHT PATH
WK
SHARED READING & WRITING EXPERIENCES
Recount – My trip to Antarctica
Students innovate a familiar text
through play.
SUMMARY: Students innovate My trip
to Antarctica to a real-life event. Make
a new event, go somewhere different.
Brainstorm places students have been
and know well. Brainstorm what they
have done their and who they go there
6 with. Guided Writing: Capable
students write recount in steps.
Recount – When a sausage went for a
walk by Ellisha MajidPeter Kendall.
Students innovate a familiar text
through play.
SUMMARY Guided Writing: Capable
students write recount with teacher
over the week. BRIGHT PATH
SHARED READING & WRITING EXPERIENCES
Procedure – How to trap a
Gingerbread Man TFW Imitation
lessons – Week 1.
7 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
SHARED READING & WRITING EXPERIENCES
READING CENTRES
 Story Baskets
 Story retells boxes.
 Decodables
LITERACY ACTIVITIES / LEARNING INTENT
READING CENTRES
 Story Baskets
 Story retells boxes.
 Decodables
READING CENTRES
 Story Baskets
 Story retells boxes.
 Decodables
READING CENTRES
WRITING CENTRES
 Sand writing- Alphabet, sh, ch,
th/th, oo/oo -Target 1, 2, 3, 4 CVC
words
 Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates.
WRITING CENTRES
 Sand writing- Alphabet, sh, ch,
th/th, oo/oo, ee, Target 1, 2, 3, 4
CVC words/ Letters.
 Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates.
WRITING CENTRES
 Sand writing- Alphabet, sh, ch,
th/th, oo/oo, ee, ck/ k/ c. Target 1,
2, 3, 4 CVC words and letters.
 Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates.
WRITING CENTRES
SPEAKING & LISTENING OPPORTUNITIES
Daily opportunity for students to share
their stories.
Weekly opportunities to make a class
text from a prompt.
Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
EYLF LINKS ASSESSMENT
SPEAKING & LISTENING OPPORTUNITIES Week 10 – Cold Task, Brightpath
Daily opportunity for students to share
their stories.
Weekly opportunities to make a class
text from a prompt.
Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
SPEAKING & LISTENING OPPORTUNITIES
Daily opportunity for students to share
their stories.
Weekly opportunities to make a class
text from a prompt. Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
SPEAKING & LISTENING OPPORTUNITIES
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Procedure – How to trap a  Story Baskets  Sand writing- Alphabet, sh, ch, Daily opportunity for students to share
Gingerbread Man –TFW Innovation  Story retells boxes. th/th, oo/oo, ee, ck/ k/ c. Target 1, their stories.
lessons Week 2  Decodables 2, 3, 4 CVC words and letters. Weekly opportunities to make a class
8  Magnet letters – heart words text from a prompt. Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
 Chalk board, letters, and numbers 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
 Play dough.
 Story writing templates.

SHARED READING & WRITING EXPERIENCES
Procedure – How to trap a
Gingerbread Man TFW Guided writing
and practise – Week 3.
9 
READING CENTRES WRITING CENTRES
 Story Baskets  Sand writing- Alphabet, sh, ch,
 Story retells boxes. th/th, oo/oo, ee, ck/ k/ c, qu.
 Decodables Target 1, 2, 3, 4 CVC words and
letters
Magnet letters – heart words
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates.
SPEAKING & LISTENING OPPORTUNITIES
Daily opportunity for students to share
their stories.
Weekly opportunities to make a class
text from a prompt.
Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.

SHARED READING & WRITING EXPERIENCES READING CENTRES WRITING CENTRES SPEAKING & LISTENING OPPORTUNITIES
Story Writing – Students make up their  Story Baskets  Sand writing- Alphabet, sh, ch, Daily opportunity for students to share
own stories – Cold Task  Story retells boxes. th/th, oo/oo, ee, ck/ k/ c, qu, x, wh. their stories.
 Decodables Sh/ ch diagraphs. Weekly opportunities to make a class
 Magnet letters – heart words text from a prompt. Outcomes: 1.1, 1.2.1.4, 2.1. 2.4, 4.1,
10 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5.
 Chalk board, letters, and numbers
 Play dough.
 Story writing templates.
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