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Learning Outcomes & Indicators

At Lower Primary: Stage A1 the student is able to:

Speaking and listening

Communication

A1.1 ESSLA101

Communicate in English in routine social and classroom situations, using learned formulas, well-rehearsed patterns, short, simple utterances and non-verbal language, understanding controlled English supported by immediate and known contexts. This is evident when the student is able to: Receptive follow simple instructions in known school routines, relying on key words, non-verbal language and context respond appropriately with simple non-verbal language to comments, or indicate non-comprehension, e.g. smiles when greeted, shakes or nods head check on understanding of simple, familiar instructions and routines, e.g. T: It’s playtime. S: Go outside? identify single items of information from short spoken texts, pictures or diagrams in a known context, e.g. number, colour, name, ‘Point to the three little pigs’. Communicative give some basic personal information, using learned formulas or brief answers, e.g. My name is ..., I’m a boy/girl … respond to simple predictable questions related to immediate needs or contexts, e.g. T: Have you finished? S: No finish negotiate simple social or learning activities by suggesting, initiating or directing, e.g. Play football? Stop that! make simple requests or express basic needs using learned sentence patterns or one or two word utterances, e.g. May I have a drink, please?, It’s home time, Go now?

Aspects of language

Contexual understanding

A1.2 ESSLA102

Show initial understanding that English changes according to context and audience, and modify own communication in response to different contexts. This is evident when the student is able to: Receptive distinguish English from other languages, e.g. on hearing English, responds in English recognise that some particular words, gestures or intonations may be appropriate or inappropriate in certain contexts. Communicative use acceptable social formulas and gestures and interact appropriately in context, e.g. thank you, excuse me repeat, re-pronounce or self-correct words when communication breaks down modify responses and manner of interaction to match the responses of others.

Linguistic structures and features

A1.3 ESSLA103

Show understanding of simplified English in familiar contexts and controlled exchanges, using learned formulas or short telegraphic utterances. This is evident when the student is able to: Receptive respond to key words in a range of common spoken instructions, e.g. Shut the door. show understanding of past, present and future tense through basic time references, e.g. Yesterday we went, Now we will go tune in to the particular sounds of English, e.g. recognises rhyming words, responds to known words in a new story. Communicative create original utterances by substituting new words in learned patterns or formulas, e.g. It’s home time. It’s go time. use intonation to enhance meaning, or to distinguish statements from questions use single word or phrase response to questions, e.g. Yes, No, I don’t know use a range of formulas appropriately for different purposes and functions, e.g. What’s the time? Oh, no! Very good! Excellent work. Well done construct simple subject-verb-object sentences, e.g. We buyed house demonstrate variable placement of common adjectives, to describe or add emphasis, e.g. big truck, car blue use some grammatical patterns to create new meanings, e.g. played, eated, goed; to the farm, to the Australia.

Strategies

A1.4 ESSLA104

Use some basic communication and learning strategies to participate and sustain interaction in everyday playground and classroom routines and activities. This is evident when, for example, the student is able to: Receptive listen to a sustained text, focusing on visual support, e.g. instructions and demonstrations about an art activity question to check meaning, to clarify, or to confirm, e.g. T: Now what did I do with my pencil? S: Pencil, Miss? check understanding of classroom conversations or instructions by asking other first language speakers to clarify. Communicative ask for attention or assistance from the teacher or a friend, e.g. checks understanding, asks for repetition sustain interaction with others through gestures or overtures, e.g. invites a friend to join in a game or share a book use familiar repetitive patterns from stories, songs, rhymes or media to create new meanings borrow key words from previous speaker, e.g. T: Don’t be silly, Tim. S: Tim silly! imitate pronunciation, stress and intonation patterns, e.g. from stories, songs, rhymes, media rehearse or role-play, e.g. sings a song when painting.

Reading

Communication

A1.1 ESREA101

Share meaning from simple visual and written texts in structured reading activities and through own engagement with reading texts. This is evident when the student is able to: join in with shared reading activities and complete simple activities based around texts, e.g. dramatising a story, painting or drawing characters, sequencing a process with pictures read short, learned texts, e.g. rhymes, songs, repetitive texts read some environmental print and familiar words in context, e.g. recognises words, logos, signs, letters, numbers show a personal response to a text, e.g. reads a book in own time, draws a picture talk and give simple opinions about well-known books, television programs read own writing, or a text written by the teacher.

Aspects of language

Contexual understanding

A1.2 ESREA102

Show understanding that print encodes meaning and that written texts have a structure and a purpose. This is evident when the student is able to: show awareness that written and visual texts are created to share a message show an awareness of environmental print, e.g. asks the teacher to read a sign read some common signs and logos, e.g. STOP signs understand that print contains a consistent message, e.g. indicates when the ending of a well-known story varies identify a text that tells a story or gives information.

Linguistic structures and features

A1.3 ESREA103

Show understanding that print conveys consistent meanings through symbols and conventions, recognising some basic features of books and print organisation. This is evident when the student is able to: distinguish Roman script from non-Roman script show awareness of conventions of print, e.g. follows text with finger, turns pages to follow a story show awareness that words are separated by spaces, e.g. by pointing to words understand some basic conventions of book layout recognise some common letters and letter patterns in words, e.g. charts, books recognise sounds and name some letters of the alphabet match some familiar spoken words with written words identify repetitive word or letter patterns in sentences and phrases recognise the function of capital letters and full stops, e.g. counts sentences recognise some familiar personally significant words in context.

Strategies

A1.4 ESREA104

Model own reading on shared classroom reading and focus on intonation, repetition and illustrations to enhance understanding and enjoyment of texts. This is evident when, for example, the student is able to: use illustrations to discern the story line of a text or to predict individual words read with or slightly after the teacher, e.g. joins in the familiar part of a story choose texts by illustrations, familiar words, or by size and amount of text adopt teacher’s intonation patterns when reading familiar texts focus on reading repetitive words or phrases in known texts listen for key words in a shared reading text, e.g. names of characters.

Writing

Communication

A1.1 ESWRA101

Communicate ideas, messages, events and experiences through drawings, copied writing or own writing. This is evident when the student is able to: contribute ideas, words or sentences to a class or group shared story draw to illustrate a simple text, to relate an ongoing activity, to give additional information, to retell a simple story write or draw for a particular audience, e.g. for teacher, parent, friend write simple text that fulfils a function, e.g. a simple description, recount, procedure write or copy well-known symbols, words phrases or short texts, e.g. 10 balloons complete simple repetitive modelled sentences, e.g. I come from …

Aspects of language

Contexual understanding

A1.2 ESWRA102

Demonstrate early awareness that written texts in English are presented according to certain conventions which change according to context and purpose. This is evident when the student is able to: show awareness that English writing consists of words formed by letters, and sentences made up of words, e.g. leaves spaces between groups of letters or between words use the terms writing and drawing appropriately size writing appropriately for a variety of simple tasks and contexts, e.g. size of paper, size of lines, amount of text take particular care with handwriting, drawing, or choosing materials when writing for special purposes, e.g. ‘publishing’ a story, making a birthday card.

Linguistic structures and features

A1.3 ESWRA103

Write simple texts using copied or formulaic English, or models based on spoken repertoire, and showing some basic writing conventions. This is evident when the student is able to: copy words, phrases or sentences accurately identify common letters in different words consistently, e.g. points to all the ‘t’s label personal drawings, e.g. live here, go to play demonstrate awareness of some sound–letter relationships, e.g. represents words by their initial letter show evidence of layout or planning in writing, e.g. places text appropriately on a page, leaves space for a drawing write or dictate in sentences or phrases that reflect their oral structures, e.g. go to school, go home, come from consistently write the same letters and numbers the same way use some familiar punctuation, e.g. full stops, capital letters write or dictate ‘run-on sentences’, e.g. at school we work and at school we play … link sentences using common conjunctions, e.g. and, then.

Strategies

A1.4 ESWRA104

Model own writing on shared writing activities or published texts, and use some basic strategies to convey information in writing. This is evident when, for example, the student is able to: use illustrations to provide more detail to a written text use words copied from various sources in writing, e.g. labels, signs, word lists practise writing letters, words, numbers, from charts or an alphabet strip dictate sentences about a drawing or an experience for others to write check copied writing for accuracy against the original text ask for the English word for something and how to write it in English copy sentences, short paragraphs or illustrations from texts.