View Curriculum Focus | Learning Outcomes

Learning Outcomes & Indicators

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

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.