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Learning Outcomes & Indicators

At Lower Primary: Stage A2 the student is able to:

Communication

A2.1 ESREA201

Read familiar texts drawing on developing knowledge of English, and respond to basic texts read aloud. This is evident when the student is able to: demonstrate understanding of new texts, and respond, e.g. reads along with repetitive sections, predicts ask questions, retell, and talk about stories read in class, or give factual information from texts read in class, e.g. can tell who does what and why talk about features of a story or poem that have personal appeal, e.g. fantasy elements, favorite characters, interesting words/phrases consistently read back own writing or sentences scribed by another read a known story with appropriate pauses and intonation read well-known words or phrases in new contexts, e.g. Tuesday, Once upon a time obtain information from simple diagrams or graphs.

Aspects of language

Contexual understanding

A2.2 ESREA202

Identify texts written for different purposes, relating them to own knowledge and interests. This is evident when the student is able to: identify the basic purpose of a new text identify texts as factual or fictional, e.g. using content, layout, illustrations identify stories, poems or songs when reading or listening to text read aloud relate something learned from a text to own experience, e.g. by commenting or by identifying with the characters in a story choose books to read that are appropriate and of interest.

Linguistic structures and features

A2.3 ESREA203

Read familiar and some simple unfamiliar texts using knowledge of English letter–sound relationships, understanding of basic punctuation and text organisation. This is evident when the student is able to: know that full stops and question marks break up text, e.g. pauses appropriately match a range of familiar spoken words with written words read frequently heard phrases fluently, e.g. and then, once upon a time, and he said recognise the difference between upper and lower case letters recognise rhyming words, beginning, middle or final sounds in words recognise some common syllables and patterns within words, e.g. in, on, ing sequence a familiar text, e.g. narrative, recount, procedure, explanation sequence words or phrases in a familiar sentence.

Strategies

A2.4 ESREA204

Use and integrate some basic strategies to gain and share meaning from simple texts. This is evident when, for example, the student is able to: choose books that are appropriate and interesting by looking at cover, illustrations or amount of text reread well-known book and texts track under words with finger when reading or when others read; subvocalise when reading silently use knowledge of letters and sounds to read a new word or locate key words draw upon experiences and oral repertoire to anticipate words or phrases read, modelling rhythm, intonation and pronunciation on the example of other readers.