View Curriculum Focus | Learning Outcomes

Learning Outcomes & Indicators

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

Communication

BL.1 ESREBL01

Share meaning of a range of basic reading texts based on simple language structures, familiar vocabulary and familiar contexts. This is evident when the student is able to: join in with shared reading activities, e.g. group reading of well-known books read some familiar words in different contexts, e.g. recognises a friend’s name on the birthday calendar read short learned texts, e.g. a rhyme, song, repetitive texts show a personal response to a text, e.g. draws a scene, shows enjoyment read some environmental print, e.g. recognises words, signs, letters, numbers, logos on posters or advertisements, or computer programs complete activities around class texts, e.g. dramatises, sequences pictures, draws read own writing, or a text written by the teacher.

Aspects of language

Contextual understanding

BL.2 ESREBL02

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 texts, such as books, illustrations, multimedia texts and classroom writing are created by people to share a message show an awareness and understanding of some environmental print understand that print contains a consistent message, e.g. indicates when the ending of a well-known story read aloud varies from the original identify a text that tells a story or gives information.

Linguistic structures and features

BL.3 ESREBL03

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 directionality of reading in English show awareness that words are separated by spaces, e.g. counts words recognise some common words or phrases, e.g. from charts, labels, books match some familiar spoken words with written words, e.g. own name, I, go recognise and name some letters of the alphabet, and relate them to sounds identify repetitive word or letter patterns in sentences and phrases recognise some familiar personally significant words in context recognise the function of capital letters and full stops, e.g. counts sentences understand some basic conventions of book layout, e.g. role of illustrations or diagrams, titles, headings.

Strategies

BL.4 ESREBL04

Model own activities on shared classroom activities 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 words model the teacher’s intonation patterns when reading a well-known text focus on intonation, repetition and layout to gain meaning from a text read aloud read with or slightly after the teacher, e.g. joins in the familiar part of a story memorise a familiar or favorite text listen for key words in a shared reading text, e.g. names of characters.