English K-6
Syllabus
English K-6 Syllabus
Content Overview of Mid Stage 1 ‘Learning to’ Outcomes Students will be provided with opportunities to: Learning to Talk and Listen
Learning to Read
Learning to Write
Talking and Listening
• use spoken language for a variety of purposes on an expanding range of topics, eg respond to instructions given by older students, listen and take turns in conversations with teachers and peers, describe specific features of a familiar object, sequence real or imagined events in time order, express ideas and opinions to known adults, teachers and peers on familiar topics • engage in a range of interactions, eg ask and answer questions in small-group discussions
Skills and Strategies
• listen actively and responsively, eg by asking specific questions to retrieve information from a speaker, by participating in listening activities involving rhyme, poetry and stories for enjoyment • practise speaking clearly and varying voice in a variety of formal and informal situations, eg class presentations, conversations, class discussions • practise making effective contributions to class discussions on familiar topics, focusing on turn-taking, seeking clarification, body language, staying on topic • practise spoken presentation skills, including the use of a prop to guide talk
Reading and Viewing Texts
• read a variety of written and visual literary and factual texts in daily shared, guided and independent reading activities for enjoyment and information across an increasing range of topics
Skills and Strategies
• use context to predict meaning and to self-correct when reading written texts • relate personal experience and knowledge to their understanding of written texts • work with grammatical patterns in shared and guided reading to enhance comprehension, eg action verbs, words or groups of words that tell who or what, words or groups of words that tell when, where and how, joining words such as ‘and’, ‘but’, ‘then’, ‘so’ • practise using phonological and graphological cues to decode written texts, including letter–sound knowledge and sound blending, increasing repertoire of high-frequency and sight words, segmenting words into syllables and syllables into onset and rime, punctuation • demonstrate understanding of different parts of a book: title, contents page, index, spine, title page, computer software menu • begin to use a dictionary
Producing Texts
• practise joint and independent constructions of a variety of simple text types on familiar topics for a known audience, eg recount of personal experience, simple procedure, description of familiar people or things
Skills and Strategies
• use a pro forma with headings as a basis for writing simple texts • read their own writing aloud to self-correct and clarify meaning • use illustrations with appropriate labels to support texts • build handwriting skills such as forming most letters of the alphabet correctly and writing clearly in straight lines from left to right using letters of uniform size, shape and spacing • develop computer skills, including knowledge of letters on keyboard and words associated with computers (eg keyboard, mouse, disk, screen, cursor).
52