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NSW Syllabuses

English K–10 - Early Stage 1 - Objective A Reading and viewing 1


A student:

  • ENe-4A

    demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

  • Content

  • Students:
  • Develop and apply contextual knowledge
  • identify some familiar written symbols in context, eg logos, computer icons and commands, labels of packages, signs
  • identify unfamiliar words and attempt to use experience and context to work out word meanings
  • identify and compare similar ideas, characters and settings in texts
  • understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) ICT
  • recognise basic book conventions, eg open and hold books correctly, turn pages
  • understand direction of print, return sweeps and spaces between words
  • identify a sentence in imaginative and informative texts and understand its meaning
  • recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
  • recognise grammatical patterns when reading to assist in making meaning, eg locating words that tell who, what, when or where in texts
  • join in rhymes and chants
  • understand that spoken words are made up of sounds
  • recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
  • consistently identify words that start with the same initial sound
  • segment words into onset and rime
  • identify the beginning and end sounds of words
  • orally blend two or three sounds to make a word
  • segment simple spoken words into separate sounds
  • identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word
  • recognise high-frequency words, including own name
  • read and understand some sight words in simple, predictable texts
  • identify most of the sounds and name all letters in a given word
  • use phonological strategies when reading, including letter–sound relationships
  • use knowledge of letters and sounds to decode words, including those in initial, final and medial positions
  • manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset
  • read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
  • use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) CCT
  • predict meaning using elements of texts prior to reading
  • read one or more sentences correctly and for meaning in environmental/print texts
  • identify literal meanings presented in texts, eg character, setting and events
  • make connections between a text and own life
  • interpret meaning by responding to an inferential question
  • retell a familiar story in sequence and identify main idea
  • create visuals that reflect character, setting and events
  • use context to predict meaning in written texts to supplement decoding attempts
  • make acceptable substitutions when reading simple texts
  • begin to use self-correction strategies, eg rereading, pausing, using picture cues and semantic and syntactic skills, to make meaning from print and non-print texts
  • use with increasing awareness appropriate reading behaviours, eg pitch, intonation and fluency

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 Language structures and features and Strategies ESL scales strand organisers. See ESL scales outcomes B1.3, B1.4, B2.3, B2.4, 1.7, 1.8.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome ENe-4A the sub-elements (and levels) of Listening (LiS2-LiS4), Speaking (SpK2–SpK3), Phonological awareness (PhA1–PhA5), Phonic knowledge and word recognition (PkW1–PkW5), Fluency (FIY1–FIY2) 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.