SENTENCES
YEAR ENGLISH
LEVEL STRANDS
SUB-STRAND
ELEMENT
ELABORATION
0F
Recognise that
sentences are key units
for expressing ideas
(ACELA1435)
learning that word order in sentences is READING,
important for meaning (for example 'The WRITING
boy sat on the dog', 'The dog sat on the
boy')
0F
ENGLISH
SUBSTRANDS
LANGUAGE Expressing
and
developing
ideas
LITERACY
Creating
texts
creating students' own written texts and
reading aloud to the teacher and others
Create short texts to
using image-making and beginning
explore, record and
writing to represent characters and
report ideas and events events in written, film and web-based
using familiar words and texts
beginning writing
knowledge
using speaking, writing and drawing to
(ACELY1651)
represent and communicate personal
responses to ideas and events
experienced through texts
ENGLISH
TYPE
SPEAKING,
WRITING
GENERAL
CAPABILITIES
Literacy
Critical and
Sustainability
creative thinking ,
ICT, Literacy ,
Personal and
social
competence
creating short spoken, written and
multimodal observations, recounts and
descriptions, extending vocabulary and
including some content-specific words in
spoken and written texts
1
1
2
2
using beginning concepts about print,
sound–letter and word knowledge and
punctuation to create short texts
LANGUAGE Text
Understand patterns of • identifying patterns of vocabulary items LISTENING, Critical and
structure and repetition and contrast in in texts (for example class/subclass
READING,
creative thinking ,
organisation simple texts
patterns, part/whole patterns,
SPEAKING Literacy
(ACELA1448)
compare/contrast patterns, cause-andeffect patterns, word
associations/collocation [organisation of
words into a sentence])
LANGUAGE Expressing
and
developing
ideas
Identify the parts of a
simple sentence that
represent ‘What’s
happening?’, ‘Who or
what is doing or
receiving the action?’
and the circumstances
surrounding the action
(ACELA1451)
• discussing different types of texts and
identifying some characteristic features
and elements (for example language
patterns and repetition) in stories and
poetry
• knowing that, in terms of meaning, a
basic clause represents: what is
happening (verb); who or what is
participating (noun group); and the
surrounding circumstances (adverbial)
• understanding that a simple sentence
expresses a single idea, represented
grammatically by a single independent
clause (for example 'A kangaroo is a
mammal. A mammal suckles its young'
LANGUAGE Expressing Understand that simple learning how to express ideas using
and
connections can be
compound sentences
developing made between ideas by
ideas
using a compound
learning how to join simple sentences
sentence with two or
with conjunctions, for example ‘and’, ‘but’
more clauses and
or ‘so’, to construct compound sentences
coordinating
conjunctions
(ACELA1467)
LITERATURE Interpreting, Read less predictable
using prior and learned knowledge and
analysing
texts with phrasing and vocabulary to make and confirm
and
fluency by combining
predictions when reading text
evaluating
contextual, semantic,
grammatical and phonic using grammatical knowledge to predict
knowledge using text
likely sentence patterns when reading
processing strategies, more complex narratives and informative
for example monitoring texts
meaning, predicting,
rereading and selfusing knowledge of sound–letter
correcting (ACELY1669) relationships and high frequency sight
words when decoding text
monitoring own reading and selfcorrecting when reading does not make
sense, using illustrations, context,
phonics, grammar knowledge and prior
and learned topic knowledge
READING,
WRITING
Literacy
LISTENING, Literacy
READING,
SPEAKING,
WRITING
READING
CROSSCURRICULA
PRIORITIES
Critical and
creative thinking ,
Literacy
2
LITERATURE Creating
texts
using grammar and meaning to read
aloud with fluency and intonation
Reread and edit text for reading their work and adding, deleting or WRITING
spelling, sentencechanging words, prepositional phrases or
boundary punctuation
sentences to improve meaning, for
and text structure
example replacing an everyday noun with
(ACELY1672)
a technical one in an informative text
Critical and
creative thinking ,
ICT, Literacy
checking spelling using a dictionary
checking for inclusion of relevant
punctuation including capital letters to
signal names, as well as sentence
beginnings, full stops, question marks
and exclamation marks
3
LANGUAGE Expressing
and
developing
ideas
Understand that a
clause is a unit of
meaning usually
containing a subject and
a verb and that these
need to be in agreement
(ACELA1481)
Interpreting, Read an increasing
analysing
range of different types
and
of texts by combining
evaluating
contextual, semantic,
grammatical and phonic
knowledge, using text
processing strategies,
for example monitoring,
predicting, confirming,
rereading, reading on
and self-correcting
(ACELY1679)
3
LITERACY
making significant changes to their texts
using a word processing program ( for
example add, delete or move sentences)
knowing that a clause is basically a group LISTENING,
of words that contains a verb
READING,
SPEAKING,
knowing that, in terms of meaning, a
WRITING
basic clause represents: what is
happening; who or what is participating,
and the surrounding circumstances
combining different types of knowledge READING
(for example world knowledge,
vocabulary, grammar, phonics) to make
decisions about unknown words, reading
on, reviewing and summarising meaning
Literacy
Critical and
creative thinking ,
Literacy ,
Personal and
social
competence
analysing the way illustrations help to
construct meaning and interpreting
different types of illustrations and
graphics
reading text types from a student’s
culture to enhance confidence in building
reading strategies
reading aloud with fluency and intonation
3
LITERACY
4
LANGUAGE
4
LANGUAGE
5
LANGUAGE
5
LANGUAGE
reading a wider range of texts, including
chapter books and informative texts, for
pleasure
Creating
Plan, draft and publish using print and digital resources to gather WRITING
texts
imaginative, informative information about a topic
and persuasive texts
demonstrating
selecting appropriate text structure for a
increasing control over writing purpose and sequencing content
text structures and
for clarity and audience impact
language features and
selecting print,and
using appropriate simple, compound and
multimodal elements
complex sentences to express and
appropriate to the
combine ideas
audience and purpose
(ACELY1682)
using vocabulary, including technical
vocabulary, relevant to the text type and
purpose, and appropriate sentence
structures to express and combine ideas
Expressing Understand that the
creating richer, more specific descriptions LISTENING,
and
meaning of sentences through the use of noun groups (for
READING,
developing can be enriched through example in narrative texts, 'Their very old SPEAKING,
ideas
the use of noun and
Siamese cat'; in reports, 'Its extremely
WRITING
verb groups and
high mountain ranges'
prepositional phrases
(ACELA1493)
Expressing Understand how
investigating in texts how adverbial
LISTENING,
and
adverbials (adverbs and phrases and clauses can add significance READING,
developing prepositional phrases) to an action, for example ‘more
SPEAKING,
ideas
work in different ways to desperately’, ‘he rose quietly and gingerly WRITING
provide circumstantial
moved’
details about an activity
(ACELA1495)
Text
Understand that the
observing how writers use the beginning LISTENING,
structure and starting point of a
of a sentence to signal to the reader how READING,
organisation sentence gives
the text is developing (for example
SPEAKING,
prominence to the
'Snakes are reptiles. They have scales
WRITING
message in the text and and no legs. Many snakes are poisonous.
allows for prediction of However, in Australia they are protected')
how the text will unfold
(ACELA1505)
Expressing Understand the
knowing that the function of complex
LISTENING,
Critical and
creative thinking ,
ICT, Literacy
Literacy
Literacy
Literacy
Literacy
and
developing
ideas
5
6
6
6
LANGUAGE Expressing
and
developing
ideas
difference between main
and subordinate clauses
and how these can be
combined to create
complex sentences
through subordinating
conjunctions to develop
and expand ideas
(ACELA1507)
Understand how noun
and adjective groups
can be expanded in a
variety of ways to
provide a fuller
description of the
person, thing or idea
(ACELA1508)
LANGUAGE Text
Understand the uses of
structure and commas to separate
organisation clauses (ACELA1521)
LANGUAGE Expressing Investigate how clauses
and
can be combined in a
developing variety of ways to
ideas
elaborate, extend or
explain ideas
(ACELA1522)
LITERATURE Creating
literature
sentences is to make connections
READING,
between ideas, such as: to provide a
SPEAKING,
reason (for example 'He jumped up
WRITING
because the bell rang.'); to state a
purpose (for example 'She raced home in
order to confront her brother.'); to express
a condition (for example 'It will break if
you push it.'); to make a concession (for
example 'She went to work even though
she was not feeling well.'); to link two
ideas in terms of various time relations
(for example 'Nero fiddled while Rome
burned.')
learning how to expand a description by LISTENING, Literacy
combining a related set of nouns and
READING,
adjectives – ‘Two old brown cattle dogs SPEAKING,
sat on the ruined front veranda of the
WRITING
deserted house’
identifying different uses of commas in
texts
READING,
Literacy
SPEAKING,
WRITING
knowing that a complex sentence
LISTENING, Literacy
typically consists of an independent
READING,
clause and a dependent clause
SPEAKING,
connected by a subordinating conjunction WRITING
(for example ‘because’, ‘when’, ‘after’, ‘if’,
‘while’, ‘although’). Note: Dependent
clauses of time, purpose, reason,
concession, condition and so on are
referred to as ‘adverbial clauses’
knowing that the function of complex
sentences is to make connections
between ideas, such as: to provide a
reason (for example 'He jumped up
because the bell rang'); to state a
purpose (for example 'She raced home in
order to confront her brother'); to express
a condition (for example 'It will break if
you push it'); to make a concession (for
example 'She went to work even though
she was not feeling well'); to link two
ideas in terms of various time relations
(for example 'Nero fiddled while Rome
burned')
Experiment with text
selecting and using sensory language to
structures and language convey a vivid picture of places, feelings
features and their effects and events in a semi-structured verse
in creating literary texts, form
for example, using
imagery, sentence
variation, metaphor and
word choice
(ACELT1800)
LISTENING,
READING,
SPEAKING,
WRITING
Critical and
creative thinking ,
Literacy ,
Personal and
social
competence