demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
- Develop and apply contextual knowledge
- recognise that there are different kinds of imaginative and informative texts for enjoyment and finding information
- identify some familiar texts and the contexts in which they are used (ACELY1645)
- understand that readers/viewers may have varied and individual responses to a text
- recognise parts of print and digital texts, eg front and back covers, title and author, layout and navigation
- recognise key differences between imaginative and informative texts
- identify some purposes of simple and imaginative texts
- identify the intended audience for a particular text and give reasons
- Understand and apply knowledge of language forms and features
- distinguish print from drawings
- understand that words can be spoken or written
- recognise that words and pictures have meaning and that words can be read aloud
- explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
- identify some features of texts including events and characters and retell events from a text (ACELT1578)
- engage with shared stories and join in shared book activities on familiar and imaginary books
- explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, eg 'Once upon a time', the Dreaming
- interpret pictures with labels, environmental print logos and other visual images
- select simple print, visual and/or digital texts to read independently for enjoyment and pleasure
- discuss familiar written and visual texts
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Reading and Responding level 1.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Reading and Responding strand from Beginning level 1 to level 1. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes B1.1, B1.2, B2.1, B2.2, 1.5, 1.6.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe-8B the sub-elements (and levels) of Phonic knowledge and word recognition (PkW2) and Understanding texts (UnT1–UnT5) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.