responds to and composes simple texts about familiar aspects of the world and their own experiences
- Engage personally with texts
- share responses to aspects of a text that relate to their own life
- engage with a variety of simple texts and begin to understand that readers draw on their own knowledge to make meaning and enhance enjoyment
- Develop and apply contextual knowledge
- recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences (ACELT1575)
- understand that different languages and dialects may be spoken by family, classmates and community
- Understand and apply knowledge of language forms and features
- understand that language can be used to describe likes and dislikes
- explore how language is used differently at home and school
- compare and connect own experiences to those depicted in stories
- compose simple written and visual texts that include aspects of home, personal and local community life
- use visual, multimodal and digital processes to represent simple aspects of home and community life
- respond to texts that depict aspects of home and community life, eg short films and digital texts
- respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander communities
- respond to literature and a variety of other texts from a range of storytellers and cultures, using picture books and online sources
- read and discuss stories that reflect students' social and cultural groups
- begin to recognise points of view in text
ESL scales links to the English syllabus
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing and Reading and Responding strands from Beginning level 1 to level 1 and Oral Interaction strand from level 1 to level 4. 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 ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3; Reading and Responding: B1.3, B2.3, 1.7; Writing: B1.7, B2.7, 1.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe-11D the sub-elements (and levels) of Listening (LiS4), Interacting (InT4), Speaking (SpK2–SpK3), Understanding texts (UnT4) and Creating texts (CrT3–CrT5) 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.