Language: Ages Six to Nine

Jump to sections:

2.LA.010 History of Language
2.LA.020 Spoken language: listening and speaking
2.LA.030 Reading: word level
2.LA.040 Reading: text level
2.LA.050 Word study
2.LA.060 Grammar Study: functions of words and grammar boxes
2.LA.070 Grammar Study: detailed study of the verb

2.LA.080 Grammar Study: sentence analysis (simple and compound)
2.LA.090 Grammar Study for Writing: study of style
2.LA.100 Reading and Viewing Literary Texts
2.LA.110 Reading and Viewing Factual Texts
2.LA.120 Writing: composing literary and factual texts
2.LA.130 Writing: handwriting and keyboarding
2.LA.140 Writing: spelling
2.LA.150 Writing: punctuation

Language Overview

Language is the tool used by children to explore all other subject areas, and for this reason, language is involved in all areas of learning.

In the Children’s House children are introduced to the basic skills that underpin writing and reading. When they make the transition to the learning environment for children older than six, they are introduced to a variety of activities and resources that lead them to fluent reading and more advanced comprehension skills, described by Montessori educators as total reading.

Providing children with a variety of means for learning to write and read enables them to select activities and resources that match their learning style. This diverse repertoire of activities for developing knowledge and skills in both spoken and written language makes it possible for all children to experience success and enjoyment with language in all its forms and uses.

Learning to Write and Read

In the Children’s House, after they have worked with sandpaper letters and the moveable alphabet, children often explode into written language. Usually, in the Children’s House, as children learn to analyse words into their sounds, an explosion into writing occurs before reading. Only later, when children learn to synthesise sounds into words, do they begin to read. If children learn to read and write after the age of six, however, they usually learn both writing and reading simultaneously.

In Montessori environments prepared for children over the age of six, learning is no longer based simply on sensory activity and movement. Instead the exploration of language also engages the children’s imagination and ability to reason. For example, from the age of six, children are interested in stories about the history of language and written symbols; these stories appeal to children’s imagination. Through a great lesson children learn how humans began to communicate through signs. They also learn that language is a gift from the past. Listening to the story, and undertaking related research activities, give children the opportunity to develop feelings of gratitude for this gift.

In Montessori environments prepared for children aged from six to nine years, children are made aware of all that they already know about language, including the grammar they have mastered in their spoken language. In a series of active grammar games, using concrete materials, children are given technical terms for labelling the parts of their own language. Children of this age really enjoy thinking and talking about their own language. Through such work they develop clarity and conscious awareness of their language so they can use it more effectively in both its spoken and written modes.

Total Reading

Total reading is defined by Montessori educators as the ability to interpret the totality of the meaning expressed by a writer. This includes understanding the subject matter, as well as the opinions and feelings expressed, and the style used by the writer. To help children achieve total reading, they are given opportunities to explore:

  • the history of language

  • words and grammar, and their meanings

  • where and how words evolved (the study of etymology)

  • punctuation and spelling

  • variation in meaning-making across different cultures.

The Aims of the Montessori Language Curriculum for Children from Six to Nine Years

The aims of the Montessori language curriculum for children aged from six to nine years include the following:

  • to foster the children’s interest in language, the history of language and the history of communication with signs

  • to explore the etymology of words

  • to develop a respect for all varieties of language

  • to develop a love of books

  • to understand the grammar of our language and to use this knowledge to improve fluency in reading and writing

  • to use language to express thoughts and ideas (self-expression)

History of Language 2.LA.010

Knowledge, Skills and Understanding

Typically, children will:

.01 Imagine the origin of spoken language

.02 Research simple theories of how spoken language might have developed

.03 Trace the development of the English language

.04 Link the origin of spoken language to human history and how language enabled humans to communicate with each other about their environment

.05 Trace the development of written language

.06 Explore early means of communicating with graphic signs, including images and marks found on surfaces such as rock, bark, wood and clay; pictographs, hieroglyphics and ancient alphabets

.07 Trace the development of the English alphabet

.08 Learn about the origin and derivation of words in English

＋ Materials and Activities

Activities include:

  • Stories, for example: How did language start? The story of English
  • Research tasks e.g., tracing the development of languages other than English; exploring how other primates, or other animals, communicate; researching the spoken language traditions of First Nations Australians drama.
  • Great lesson: Story of Communication in Signs
  • reading factual stories
  • making rock art, clay tablets
  • creating simple codes
  • experimenting with pictographs and ancient alphabets
  • research projects e.g., exploring graphics used by First Nations Australians; tracing the development of alphabets and writing systems for other languages
  • creating posters and timelines
  • etymology activities.

Resources include:

  • charts, e.g., language families charts
  • simple research and reference materials (paper-based, digital and web-based).

＋ Links to Australian Curriculum (ACv9)

AC9E1LA01

AC9E1LA01
AC9E2LA01

AC9E1LA01
AC9E2LA01

Spoken Language: listening and speaking 2.LA.020

Knowledge, Skills and Understanding

Typically, children will:

.01 Listen and respond to

  • stories and poems read aloud by teacher, peers and/or performers

  • songs and chants

.02 Develop rhythm and movement in speech by:

  • reciting rhymes for an audience

  • singing songs for an audience

reading aloud to an audience

.03 Develop active listening skills

.04 Respond to and give greetings and leave-takings

.05 Respond to questions

.06 Follow and give detailed spoken instructions

.07 Follow and give multi-step instructions

.08 Take notes from simple spoken presentations

.09 Use appropriate intonation, gestures and eye contact when speaking and presenting

.10 Make requests and offers

.11 Ask questions to gain understanding and clarification

.12 Initiate topic ideas in a group

.13 Express an opinion and question a point of view

.14 Listen for key ideas and detail in spoken language

.15 Understand and use different types of speech for different purposes and audiences

.16 Report on familiar and personal topics, and subject related topics

.17 Re-tell conversations accurately

.18 Re-tell stories with appropriate sequencing of events

.19 Relate experiences to peers on a variety of personal and subject related topics

.20 Use telecommunications effectively

.21 Present reports, simple speeches and presentations demonstrating:

  • features of voice – volume, pitch, pace and fluency

  • gestures

  • visual features

.22 Explain complex concepts

.23 Participate in discussions

.24 Learn basic concepts of voice production

.25 Experience and appreciate spoken poetry performances

.26 Read and perform poetry and extracts from literature

.27 Improvise and act out dramatic roles

.28 Experience, appreciate and participate in drama performances

.29 Recognise and appreciate dialogue as an aspect of drama

＋ Materials and Activities

Activities include:

  • grace and courtesy lessons e.g., ‘how to’ be an audience
  • teacher and student presentations and performances
  • share feelings about events and characters
  • share preferences for texts
  • share connections between personal experiences and character experiences
  • shared reading experiences where reading strategies such as visualising, predicting, connecting, summarising and questioning
  • shared reading experiences to develop understanding of implied and inferred reading
  • using modal verbs to extend on preferences
  • identify features of texts
  • writers’ conference meetings
  • going out, excursions and guest performers.
  • movement and drama activities
  • retell and adaption of literary text through play, drama performances, images or writing
  • grace and courtesy lessons e.g., ‘how to’ present to an audience
  • drama activities for voice
  • class presentations
  • choral work (speaking and singing).
  • grace and courtesy ‘how to listen’ lessons
  • learning classroom routines
  • interacting in class
  • collaborating with peers
  • culturally specific communication
  • listening games
  • role-play, drama
  • class meetings
  • listening comprehension games
  • guided notetaking
  • preparing for going out
  • research tasks
  • grace and courtesy ‘how to listen’ lessons
  • learning classroom routines
  • interacting in class
  • collaborating with peers
  • culturally specific communication
  • listening games
  • role-play, drama
  • class meetings
  • discussions about texts
  • listening comprehension games
  • guided notetaking
  • preparing for going out
  • research tasks.
  • class meetings, debates and discussions
  • role-play, drama
  • engaging with audiences and guest speakers
  • presenting completed projects
  • arguing for different points of view
  • research projects to prepare for spoken presentation or discussion.
  • movement, drama and voice activities
  • guided individual presentations
  • older students use voice recording software to create and edit audiobooks which are downloaded to a class iPod and made available for emergent readers
  • choral performances
  • drama presentations e.g., plays, poetry reading, film and animation making
  • script-writing
  • guest performers
  • excursions to poetry and theatre performances.

Resources include:

  • high quality children’s literature and song lyrics
  • children’s own stories and poems
  • card material
  • class rules developed by peers
  • audio-visual/multimedia resources.
  • command cards
  • research materials (paper-based, digital and web-based).
  • card materials e.g., grammar box commands, reading commands and interpretive reading cards
  • audio-visual/multimedia resources (e.g., microphone, voice recording software such as Audacity on a laptop)

＋ Links to Australian Curriculum (ACv9)

AC9EFLE02
AC9EFLE05
AC9EFLY01
AC9EFLY02
AC9EFLY05
AC9E1LE02
AC9E1LE05
AC9E1LY01
AC9E1LY02
AC9E1LY05
AC9E2LA02
AC9E2LE02
AC9E2LY02
AC9E2LY05
AC9E3LA02
AC9E3LE02
AC9E3LY02
AC9E3LY05

AC9EFLE04
AC9EFLY07
AC9E1LE04
AC9E1LY07
AC9E2LE04
AC9E2LY07
AC9E3LE04
AC9E3LY07

AC9EFLY02
AC9E1LY02
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLY02
AC9E1LY02
AC9E2LA01
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLA02
AC9EFLY02
AC9E1LA02
AC9E1LY02
AC9E2LA01
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLY02
AC9E1LY02
AC9E2LY02
AC9E3LA01

AC9EFLY02
AC9E1LY02
AC9E2LY02

AC9EFLY02
AC9E1LY02
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLY02
AC9EFLY07
AC9E1LA01
AC9E1LY02
AC9E1LY07
AC9E2LA01
AC9E2LY02
AC9E2LY07
AC9E3LA01
AC9E3LY02
AC9E3LY07

AC9EFLA02
AC9E1LA01
AC9E1LA02
AC9E1LY02
AC9E2LA01
AC9E2LA02
AC9E2LY02
AC9E3LA01
AC9E3LA02
AC9E3LY02

AC9E1LA01
AC9E1LY02
AC9E2LA01
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLA02
AC9E1LA01
AC9E1LA02
AC9E1LY02
AC9E2LA01
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLA02
AC9E1LA01
AC9E1LA02
AC9E1LY02
AC9E2LA01
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLY02
AC9E1LY02
AC9E2LA02
AC9E2LY02
AC9E3LA01
AC9E3LA02
AC9E3LY02

AC9EFLA01
AC9E1LA01
AC9E2LA01
AC9E3LA01

AC9EFLA02
AC9EFLA08
AC9E1LA02
AC9E1LA09
AC9E2LA02
AC9E2LA09
AC9E3LA02
AC9E3LA10
AC9E3LY02

AC9E1LE05
AC9E2LY02

AC9E1LE05
AC9E2LY02

AC9EFLA08
AC9E1LA09
AC9E1LY02
AC9E2LA09
AC9E2LY02
AC9E3LA10
AC9E3LY02

AC9E2LY02
AC9E3LY02

AC9EFLY07
AC9EFLY06
AC9E1LY07
AC9E1LY06
AC9E2LY07
AC9E2LY06
AC9E3LY07
AC9E3LY06

AC9E2LY02
AC9E3LY02

AC9EFLY02
AC9E1LY02
AC9E2LA01
AC9E2LY02
AC9E3LA01
AC9E3LY02

AC9EFLE04
AC9E1LA04
AC9E2LA02
AC9E3LA02

AC9EFLE04
AC9E1LA04

AC9E3LA01

AC9E2LA02
AC9E3LA02

AC9E3LA01

Reading: word level 2.LA.030

Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise and name all upper- and lower- case letters and their most common sounds

.02 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) orally

.03 Recognise and apply sound-letter (phoneme-grapheme) correspondence to read and build words

.04 Read and build word families through manipulating phonemes:

  • segmenting

  • isolating

  • blending

  • addition, deletion and substitution

.05 Recognise and distinguish CVC and VC type syllables in mono- and multisyllabic words

.06 Build word families through segmenting and blending phonemes at the beginning and end of words.

.07 Build families of words based on spelling patterns involving phonograms

.08 Read and build mono- and multisyllabic words containing:

  • short vowel sounds

  • long vowel sounds and patterns

  • consonant blends, digraphs and clusters

  • vowel digraphs

  • silent letters

.09 Recognise and read puzzle words (sight words with non-phonetic spelling) and high frequency words

.10 Review and consolidate knowledge of letter names

.11 Review and consolidate knowledge of alphabetical order

＋ Materials and Activities

Activities include:

  • Exercises reviewing all single letter sounds in sets of contrasting or related sounds
  • Vowel-consonant lesson and exercises
  • Sound recognition and discrimination games with single letter sounds (individual and group as needed)
  • Exercises to practise the reading and articulation of blended sounds
  • Labelling objects and pictures
  • Building words with moveable alphabet
  • Activities researching blends in words.
  • Phonogram lessons and exercises
  • Sound recognition and discrimination games with phonogram sounds (individual and group)
  • Moveable alphabet activities to explore phonogram patterns
  • Sound recognition within cursive writing activities
  • Phonogram research activities
  • Word study lessons and exercises
  • Etymology activities
  • Puzzle word research activities.
  • Games, rhymes and songs to review letter names
  • Alphabetical order and dictionary exercises.

Resources include:

  • Labels for objects and pictures
  • Card materials and word lists
  • Wall charts
  • Moveable alphabet
  • Phonogram folders and booklets
  • Small moveable alphabets in different colours
  • Selected reading material.
  • Puzzle word cards and lists
  • Wall charts
  • A selection of dictionaries.

＋ Links to Australian Curriculum (ACv9)

AC9EFLY11

AC9EFLY09
AC9E1LY12
AC9E1LY13

AC9EFLY13
AC9E3LY09

AC9EFLY10
AC9E1LY10

AC9EFLY06
AC9EFLY12
AC9E1LY12
AC9E1LY13

AC9E1LY09

AC9E1LY12

AC9E1LY11
AC9E2LY10
AC9E3LY09

AC9EFLY14
AC9E1LY14
AC9E2LY11
AC9E3LY12

AC9EFLY11

AC9EFLY11

Reading: text level 2.LA.040

Knowledge, Skills and Understanding

Typically, children will:

.01 Decode and comprehend words, word groups, phrases and sentences

.02 Read for meaning with increasing fluency

.03 Develop and extend reading and comprehension skills and strategies, including:

  • visualising

  • predicting

  • connecting

  • summarising

  • questioning

  • phrasing and fluency

  • phonic and word knowledge

  • semantic and grammatical knowledge

  • re-reading and self-correcting

  • predicting the meanings in a text using, for example: the title, cover and blurb as clues

  • navigating written and multimodal texts using, for example, chapters, headings, index, illustrations

  • skimming a text for the main ideas

  • scanning a text for detailed information

  • reading for inferred and/or implied meanings

.04 Develop an understanding that texts take many forms and purposes, e.g. signs, books, films, etc

.05 Participate in drama and visual arts activities linked to reading

.06 Read for enjoyment

.07 Compare the differences and similarities between print and screen texts, including:

  • organisation structure and layout

  • page numbers

  • table of contents, indexes, menus, side-bar menus and drop-down menus

  • headings and titles

  • navigation vocabulary, buttons and links

  • swipe screens

  • verbal commands

  • images

＋ Materials and Activities

Activities include:

  • Exercises with reading folders (booklets, jumbled text, pictures, labels) in all curriculum areas
  • Exercises to build a range of reading skills and strategies e.g., library activities, modelled and guided reading activities
  • Reading books written for emergent and beginning readers
  • Interpreting the meanings in texts in a variety of ways e.g., written and spoken responses, drama and visual arts
  • Expanding reading repertoire as interest, fluency and comprehension develops
  • Exercises to expand knowledge of forms and purposes of texts
  • Movement and drama activities with reading commands and interpretive reading cards
  • Acting out increasingly complex commands
  • Interpreting dramatically extracts from literature
  • Interpreting extracts from literature using the visual arts
  • Reading literary and factual texts individually; and occasionally in small groups
  • Visiting the library
  • Participating in book week activities
  • Authors’ visits
  • Readers’ theatre
  • Experiencing literary texts by First Nations Australian, wide-ranging Australian and world authors and illustrators
  • Reading to others for fun

Resources include:

  • Card materials and labels
  • Reading folders and command cards in all curriculum areas
  • Literary and factual reading material matched to interest.
  • Reading commands
  • Interpretive reading cards
  • Quality children’s literature
  • A range of visual arts media and resources
  • Quality factual texts

＋ Links to Australian Curriculum (ACv9)

AC9EFLY04
AC9EFLY05
AC9E1LY04
AC9E2LY04
AC9E3LY04

AC9EFLY04
AC9EFLY05
AC9E1LY04
AC9E1LY05
AC9E2LY04
AC9E2LY05
AC9E3LY04
AC9E3LY05

AC9EFLY04
AC9EFLY05
AC9E1LY04
AC9E1LY05
AC9E2LY04
AC9E2LY05
AC9E3LY04
AC9E3LY05

AC9EFLA04
AC9EFLY01
AC9E1LA05
AC9E1LY01
AC9E2LA05
AC9E3LA05

AC9EFLE05
AC9E1LE05

AC9EFLE01
AC9E1LE01
AC9E2LE01
AC9E3LE01

AC9EFLA04
AC9E1LA05
AC9E2LA05
AC9E3LA05

Word Study 2.LA.050

Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise and use the parts of words:

  • syllables

  • grammatical morphemes

  • word bases

  • prefixes

  • suffixes

.02 Recognise and use compound words and word families

.03 Recognise and use synonyms, antonyms and homonyms, homophones and homographs

.04 Use etymology to understand the origins of words and word families

.05 Expand vocabulary of technical and subject-related topics

＋ Materials and Activities

Activities include:

  • Word study lessons and exercises
  • Word building with moveable alphabets
  • Word matching and sorting exercises
  • Style study of student’s own writing
  • Spelling exercises and practice
  • Lessons and exercises on word origins (including Latin and Greek roots)
  • Building lists of words with the same origin
  • Providing students with the etymology of each technical or specialised term introduced in all areas of the curriculum
  • Correct expression matching and sorting exercises
  • Style study of student’s own writing and of literary and factual texts integrated into the curriculum
  • Learning technical and specialised terms in classified sets in all areas of the curriculum
  • Research projects

Resources include:

  • Word study charts and cards
  • Small moveable alphabets in different colours
  • Grammar symbols
  • Reference materials, including dictionary, etymological dictionary and thesaurus (paper-based, digital and/or web-based).
  • Correct expression card material
  • Dictionary and thesaurus (paper-based, digital and/or web-based)
  • Grammar symbols
  • Classified naming material relating to various subjects (pictures, labels, jumbled text, booklets)

＋ Links to Australian Curriculum (ACv9)

AC9E2LY10

AC9E3LY12

AC9E2LY12

AC9EFLA08
AC9E1LA09
AC9E2LA09
AC9E3LA10

Grammar Study: functions of words and grammar boxes 2.LA.060

Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise nouns

.02 Identify the function of nouns

.03 Classify types of nouns:

  • masculine and feminine

  • common and proper

  • singular and plural

  • concrete and abstract

  • types of concrete nouns (material, collective)

  • types of abstract nouns (quality, state, action)

.04 Recognise articles

.05 Identify the function of articles

.06 Classify types of articles:

  • definite and indefinite

  • articles for singular and plural nouns

.07 Recognise adjectives

.08 Identify the function of adjectives

.09 Combine adjectives with nouns and articles to build noun families (noun groups), using accurate word order

.10 Identify the members of the noun family (article-adjective-noun)

.11 Classify types of adjectives:

  • qualitative

  • interrogative

  • demonstrative

  • possessive

  • numeral (indefinite and definite)

  • distributive

  • positive, comparative, superlative

.12 Recognise verbs

.13 Identify the function of verbs (doing, feeling, thinking, saying, relating)

.14 Recognise the contrasting functions of verbs and nouns

.15 Use verbs with noun family (article-adjective-noun) in sentences

.16 Place verbs in sentences effectively

.17 Recognise the three main tenses of verbs: past, present and future

.18 Recognise prepositions

.19 Identify the function of prepositions

.20 Use prepositions with the noun family (article-adjective-noun), placing them in front of noun groups (phrases)

.21 Use prepositions phrases to provide circumstantial details

.22 Recognise adverbs

.23 Identify the functions of adverbs

.24 Use adverbs with verbs (verb group)

.25 Use adverbs in sentences made up of noun families (article-adjective-noun), verbs and prepositions

.26 Place adverbs and adverb groups in sentences effectively

.27 Classify types of adverbs:

  • manner

  • place

  • time

  • quantity

  • comparison

.28 Recognise pronouns

.29 Identify the function of pronouns

.30 Use pronouns in sentences made up of noun families (article-adjective-noun), verbs, prepositions and adverbs

.31 Combine pronouns with verbs and adverbs to build verb families (clauses), using effective word order

.32 Classify types of pronouns:

  • personal

  • demonstrative

  • relative

  • interrogative

  • possessive

.33 Recognise conjunctions

.34 Identify the function of conjunctions

.35 Use conjunctions in sentences made up of noun families (article-adjective-noun), verbs, prepositions, adverbs and pronouns

.36 Place conjunctions to join clauses accurately

.37 Recognise interjections

.38 Identify the function of interjections

.39 Use conjunctions in sentences made up of noun families (article-adjective-noun), verbs, prepositions, adverbs, pronouns and conjunctions

＋ Materials and Activities

Activities include:

  • Spoken language stories, lessons and games
  • Labelling, matching and sorting exercises
  • Dramatising commands based on nouns
  • Writing activities to record work
  • Using article-noun structures to label objects in a miniature environment
  • Using colour-coded cards to compose noun groups from articles and nouns
  • Using grammar symbols to reveal article-noun pattern
  • Using cards to build the system of english articles
  • Word order transposition game
  • Using noun families on cards to label objects in a miniature environment
  • Grammar boxes iii reading games, commands and experiments: composing noun families with colour-coded cards, symbolising, to reveal noun family pattern, using adjective labels to reveal fine distinctions
  • Adjective games e.g., the detective adjective game, the paper game, what quality is suitable?
  • Adjective research activities
  • Games to reveal different types of verbs e.g., action v thinking verbs, transitive v non-transitive verbs
  • Grammar boxes iv reading games, commands and experiments: dramatising and experimenting with action verb antonyms and synonyms, composing sentences with colour-coded cards, symbolising to reveal grammar patterns
  • Transposition activity to experiment with order of verbs and noun groups in clauses
  • Games that reveal contrast and agreement between verbs and nouns
  • Using prepositions to place objects in relation to each other
  • Grammar boxes v reading games and commands: dramatising the work of prepositions, composing sentences with colour-coded cards, symbolising to reveal grammar patterns
  • Transposition activity to experiment with preposition word order i.e. Location of preposition in phrases
  • Grammar boxes vi reading games and commands: dramatising the work of different types of adverbs, composing sentences with colour-coded cards, symbolising to reveal grammar patterns
  • Transposition activity to experiment with adverb word order
  • Games that reveal connection between adverbs and verbs
  • Grammar boxes vii reading games and commands: dramatising the work of different types of pronouns, composing sentences with colour-coded cards, symbolising to reveal grammar patterns
  • Transposition activity to experiment with pronoun word order
  • Games that reveal agreement between pronouns and verbs
  • Grammar boxes viii reading games and commands: dramatising the work of conjunctions, composing sentences with colour-coded cards, symbolising to reveal grammar patterns
  • Transposition activity to experiment with word order involving conjunctions
  • Grammar boxes ix reading games and commands: dramatising the work of interjections, composing sentences with colour-coded cards, symbolising to reveal grammar patterns
  • Transposition activity to experiment with word order involving interjections

Resources include:

  • Grammar boxes II: noun card material and commands
  • Noun classification charts and card material
  • Noun grammar symbol
  • Dictionary
  • Article box objects and labels
  • Grammar boxes II: card material and commands
  • Box of grammar symbols
  • Article classification card material
  • Grammar symbols, both 3-D and 2-D, for spoken language activities
  • Noun family charts
  • Miniature environment and card material
  • Adjective research chart
  • Grammar boxes III: card material and commands
  • Box of grammar symbols
  • Adjective classification charts and card material
  • Grammar symbols, both 3-D and 2-D, for spoken language activities
  • Red sphere (verb symbol) and black square-based pyramid (noun symbol) on special tray
  • Grammar boxes IV: card material and commands
  • Box of grammar symbols
  • Logical agreement of nouns and verbs card material
  • Miniature environment and card material
  • Grammar boxes V: card material and commands
  • Box of grammar symbols
  • Grammar boxes VI: card material and commands
  • Box of grammar symbols
  • Logical agreement of adverbs and verbs card material
  • Verb family charts
  • Grammar boxes VII: card material and commands
  • Box of grammar symbols
  • Pronoun-verb agreement card material
  • Grammar boxes VIII: card material and commands
  • Box of grammar symbols
  • Grammar boxes IX: card material and commands
  • Box of grammar symbols

＋ Links to Australian Curriculum (ACv9)

AC9E1LA07

AC9E1LA07

AC9E1LA07

AC9E1LA07

AC9E1LA07

AC9E1LA07

AC9E1LA07

AC9E1LA07

AC9E2LA07
AC9E2LY06
AC9E3LY06

AC9E2LA07

AC9E2LA07

AC9E1LA07

AC9E1LA07
AC9E3LA07

AC9E3LA06

AC9E3LA06

AC9E3LA06

AC9E3LA08

AC9E2LE05

AC9E2LE05

AC9E2LE05

AC9E2LE05

AC9E1LA07

AC9E1LA07

AC9E2LA07

AC9E2LA07

AC9E4LA08

AC9E4LA08

AC9E1LA07
AC9E2LA04

AC9E1LA07
AC9E2LA04

AC9E2LA04

AC9E2LA04

AC9E2LA04

AC9E2LA06

AC9E2LA06

AC9E2LA06

AC9E2LA06

AC9E2LA06

Grammar Study: detailed study of the verb 2.LA.070

Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise and identify the function of personal pronouns

.02 Use personal pronouns with verbs in the present tense

.03 Recognise and use strong and weak verbs (verbs with irregular and regular past tense forms)

.04 Recognise and use personal pronouns with strong and weak verbs in present, past and future tenses

.05 Recognise and use auxiliary verbs (modal) in present, past and future tenses

.06 Explore compound tenses:

  • perfect tenses (past, present, future)

  • continuous/imperfect tenses (past, present, future)

  • combinations of perfect and continuous

.07 Explore some of the following aspects of verbs:

  • negative verb forms

  • infinitive (non-finite) verb forms

  • voice (active, passive)

  • mood (indicative: declarative and interrogative, imperative, subjunctive)

  • progressive (phased) verb forms

  • use of reflexive pronouns with verbs

  • transitive and intransitive verbs

  • linking (relating) verbs e.g., to be, appear, seem, look, and complements

.08 Use knowledge of verbs in creative and factual writing

＋ Materials and Activities

Activities include:

  • spoken language lessons and games
  • writing activities to record work
  • spelling exercises
  • comparing use of English verbs with use of verbs in a LOTE.

Resources include:

  • charts and card material
  • box of grammar symbols
  • reading material
  • reference books.

＋ Links to Australian Curriculum (ACv9)

AC9E2LA04

AC9E4LA09

AC9E4LA09

AC9E4LA09

AC9E3LA02
AC9E4LA09

AC9E3LA02
AC9E4LA09

AC9E3LA02

AC9E2LY06

Grammar Study: sentence analysis (simple and compound) 2.LA.080

Knowledge, Skills and Understanding

Typically, children will:

.01 Analyse simple sentences to identify:

  • subject

  • predicate

  • direct object

.02 Write simple sentences containing subject, predicate and direct object

.03 Analyse simple sentences to identify:

  • subject

  • predicate

  • direct object

  • attributive and appositive structures (qualifiers after the noun in noun groups)

  • adverbials

  • indirect object

.04 Write simple sentences to include all parts revealed in sentence analysis exercises

.05 Analyse simple sentences with understood (elliptical) subject

.06 Analyse simple sentences with the order of the parts inverted

.07 Analyse simple sentences with verb to be and other linking (relational) verbs e.g., seem, appear, look

.08 Identify compound sentences and label the parts

.09 Identify coordinating conjunctions in compound sentences

.10 Write compound sentences using coordinating conjunctions

＋ Materials and Activities

Activities include:

  • sentence analysis lessons
  • sentence reading and analysis exercises tearing sentences written on strips of paper into parts and labelling and setting out sentence structure with wooden sentence analysis material
  • recording analysis using sentence analysis paper
  • sentence writing activities using chart A as a guide to compose short and long simple and compound sentences
  • composing short and long simple and compound sentences abstractly
  • creative writing and research tasks.

Resources include:

  • sample simple and compound sentences derived from student writing and student reading material, both literary and factual texts
  • sentence analysis boxes 1 and 2 (wooden circles, arrows, triangles)
  • sentence analysis charts
  • sentence analysis paper
  • reading material to find sentences to analyse
  • card material
  • word banks of coordinating conjunctions.

＋ Links to Australian Curriculum (ACv9)

AC9EFLA05
AC9EFLA06
AC9EFLY10
AC9E1LA06

AC9EFLA05
AC9EFLA06
AC9EFLY06
AC9E1LA06
AC9E1LY06
AC9E2LY06

AC9EFLA05
AC9EFLA06
AC9E1LA06

AC9EFLA05
AC9EFLA06
AC9EFLY06
AC9E1LA06
AC9E1LY06
AC9E2LY06

AC9EFLA05
AC9EFLA06
AC9E1LA06

AC9EFLA05
AC9EFLA06
AC9E1LA06

AC9EFLA05
AC9EFLA06
AC9E1LA06

AC9E2LA06

AC9E2LA06

AC9E2LA06
AC9E2LY06
AC9E3LY06

Grammar Study for Writing: study of style 2.LA.090

Knowledge, Skills and Understanding

Typically, children will:

.01 Understand concept of writing style

.02 Explore own writing style

.03 Develop and enrich vocabulary

.04 Explore and experiment with meanings in sentences and texts

.05 Use knowledge of grammar patterns to expand and enhance meaning-making in sentences and texts

＋ Materials and Activities

Activities include:

  • Using knowledge about grammar and grammar symbols to explore style of writing used in different texts
  • Using knowledge about grammar and grammar symbols to explore own writing style
  • Creating word webs and mind maps
  • Participating in guided activities to expand and enrich own writing e.g., composing literary and factual texts scaffolded by an adult or peer using the written question game
  • Guided brainstorming in groups or individually
  • Individual and group writing projects
  • Identifying and symbolising grammar patterns in sentences and texts
  • Transposing the order of words and structures in sentences and texts
  • Using knowledge of grammar patterns to amplify meanings in sentences and texts
  • Discussing and evaluating variation in meaning resulting from analysing, transposing and amplifying meanings in sentences and texts

Resources include:

  • Box of grammar symbols
  • A range of different types of texts
  • Sample word webs and mind maps
  • Grammar boxes II-IX
  • Students’ own writing
  • Literary and factual texts

＋ Links to Australian Curriculum (ACv9)

AC9EFLY04
AC9E1LY04
AC9E2LY04
AC9E3LY04

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

AC9EFLY04
AC9E1LY04
AC9E1LY06
AC9E2LY04
AC9E2LY06
AC9E3LY04
AC9E3LY06

Reading and Viewing Literary Texts 2.LA.100

Knowledge, Skills and Understanding

Typically, children will:

.01 Experience and appreciate a variety of quality children’s literature:

  • prose, plays, narratives

  • poetry, chants, rhymes and songs

  • text, images, multimedia

  • paper-based, film, digital and web-based

.02 Gain experience in selecting literary texts for enjoyment at an appropriate reading level

.03 Select extracts from familiar literary texts to analyse grammar patterns

.04 Select extracts from familiar literary texts to analyse an author’s style

.05 Explore, understand and compare the elements of literary texts:

  • audience

  • setting, characters, plot

  • illustrations

  • dialogue

  • mood/atmosphere

  • themes

  • message or moral

  • repetition and contrast

  • text connectives

  • purpose and structure

.06 Recreate literary texts imaginatively

.07 Present opinions about a literary text supported by simple evidence from the text

.08 Appreciate historical background of selected literary texts

.09 Experience figures of speech used in literary texts:

  • idioms

  • simile and metaphor

  • personification

  • alliteration

  • onomatopoeia

  • imagery

  • irony

.10 Listen to, read and perform poetry

.11 Explore and identify concepts of form, repetition, rhythm and rhyme in poetry

.12 Explore the work and types and parts of still and moving images used in literary texts, including:

  • elements of images and their composition

  • use of size, shape and colour

  • links between words and images

  • links between character description, actions, reactions and thoughts

＋ Materials and Activities

Activities include:

  • going out e.g., to bookshops, libraries, literary events
  • guided small-group activities
  • reading, analysing and discussing literary texts by First Nations Australian, wide-ranging Australian and world authors and illustrators
  • reading, analysing and discussing plots, characters and settings of literary texts
  • analysing differences in texts based on the same topic
  • research projects e.g., creating literary timelines, researching different types of figures of speech to create charts or booklets, researching authors
  • literary projects e.g., preparing an anthology of favourite poems; preparing poetry or prose extracts for performance; model-making based on setting or characters, preparing multi-media presentations based on literary texts; designing illustrations for favourite literary texts
  • Book Week activities
  • Author visits.

Resources include:

  • quality children’s literature, both prose and poetry, including picture books and multimedia texts
  • box of grammar symbols
  • form and rhyme charts
  • metre charts and drum
  • card materials
  • reference texts
  • multimedia resources and equipment.

＋ Links to Australian Curriculum (ACv9)

AC9EFLA04
AC9EFLE01
AC9EFLE03
AC9EFLY01
AC9EFLY05
AC9E1LA03
AC9E1LA05
AC9E1LE01
AC9E1LE03
AC9E1LE04
AC9E1LE05
AC9E1LY01
AC9E1LY05
AC9E2LA02
AC9E2LE01
AC9E2LE03
AC9E2LE04
AC9E2LY01
AC9E2LY05
AC9E3LA02
AC9E3LA03
AC9E3LE03
AC9E3LE04
AC9E3LY01
AC9E3LY05

AC9EFLY05
AC9E1LY05
AC9E2LY05
AC9E3LY05

AC9EFLA07

AC9EFLA07

AC9EFLA04
AC9EFLE01
AC9EFLE02
AC9EFLE03
AC9EFLY01
AC9E1LA03
AC9E1LA05
AC9E1LE01
AC9E1LE02
AC9E1LE03
AC9E1LE05
AC9E1LY01
AC9E2LA03
AC9E2LE01
AC9E2LE02
AC9E2LE03
AC9E2LY01
AC9E2LY03
AC9E3LA03
AC9E3LE01
AC9E3LE02
AC9E3LE03
AC9E3LY01
AC9E3LY03

AC9EFLE05
AC9E1LE05

AC9EFLE01
AC9EFLE02
AC9E1LE01
AC9E1LE02
AC9E2LE01
AC9E3LE01
AC9E2LE02
AC9E3LE02
AC9E2LY01
AC9E3LY01

AC9EFLE01
AC9E1LE01
AC9E2LE01
AC9E3LE01

AC9E1LE04
AC9E2LE04
AC9E3LE04

AC9EFLA04
AC9EFLY05
AC9E1LA04
AC9E1LE04
AC9E1LY05
AC9E2LE04
AC9E2LY05
AC9E3LE04
AC9E3LY05

AC9E1LA04
AC9E1LE04
AC9E2LE04
AC9E3LE04

AC9EFLA07
AC9E1LA08
AC9E2LA08
AC9E3LA09

Reading and Viewing Factual Texts 2.LA.110

Knowledge, Skills and Understanding

Typically, children will:

.01 Experience and appreciate a variety of quality factual texts:

  • recounts

  • procedure/instructing

  • factual description

  • factual recount

  • information report/organising information

  • explanations

  • invitations

  • persuasive texts

  • multimodal texts: film and multimedia

.02 Identify, understand and compare parts of a factual text:

  • purpose and structure

  • audience

  • organisation and layout

  • headings and titles

  • author

  • page numbers

  • table of contents, indexes, digital menus

  • text connectives

  • navigation tools and language

  • illustrations, images, diagrams and tables

  • bibliography

.03 Use reading and/or viewing skills to:

  • identify main ideas in a text

  • find specific information in a text

  • evaluate a factual text

.04 Identify, compare and evaluate persuasive texts

.05 Identify the difference between factual and literary texts

.06 Use factual texts when researching topics of interest

.07 Progress to increasingly complex reading tasks

.08 Explore the work, types and parts of still and moving images used in factual texts, including:

  • elements of images and their composition

  • use of size, shape and colour

  • links between words and images

＋ Materials and Activities

Activities include:

  • analysing differences in texts based on the same topic
  • going out e.g., to libraries, bookshops, museums, newspaper offices, radio/television stations, advertising agencies
  • guided small group reading activities
  • visits by authors of factual texts, journalists, advertising copy writers, web and CD designers
  • research projects.

Resources include:

  • quality non-fiction/factual texts in a range of media e.g., books, newspapers, magazines, multimedia CDs, websites, video, television
  • pictures, card material and booklets from all curriculum areas e.g., geometry, geography, biology, history
  • simple persuasive texts e.g., newspaper opinion pieces, letters to the editor, reviews, advertising
  • reference texts.

＋ Links to Australian Curriculum (ACv9)

AC9EFLA04
AC9EFLY01
AC9EFLY05
AC9E1LA03
AC9E1LA05
AC9E1LY01
AC9E1LY05
AC9E2LA02
AC9E2LA03
AC9E2LY01
AC9E2LY05
AC9E3LA02
AC9E3LA03
AC9E3LY01
AC9E3LY05

AC9EFLA04
AC9EFLA07
AC9EFLY01
AC9E1LA03
AC9E1LA05
AC9E1LA08
AC9E1LY01
AC9E2LA03
AC9E2LA05
AC9E2LA08
AC9E2LY01
AC9E2LY03
AC9E3LA03
AC9E3LA05
AC9E3LA09
AC9E3LY01
AC9E3LY03

AC9E1LA03
AC9E2LA03
AC9E3LA03

AC9E1LY03

AC9EFLY03
AC9E1LY03

AC9EFLY05
AC9E1LY05
AC9E2LY05
AC9E3LY05

AC9EFLY05
AC9E1LY05
AC9E2LY05
AC9E3LY05

AC9EFLA07
AC9E1LA08
AC9E2LA08
AC9E3LA09

Writing: composing literary and factual texts 2.LA.120

Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise and explore a variety of literary texts in a variety of forms, including:

  • prose, plays, narratives

  • poetry, chants, rhymes and songs

  • text, images, multimedia

  • paper-based, film, digital and web-based

.02 Recognise the purpose and parts of a range of literary text types:

  • literary description

  • literary recount

  • narrative

  • personal response/review

.03 Explore and experiment with grammar patterns and writing styles used in a variety of literary text types

.04 Explore a variety of poetic forms

.05 Compose texts to achieve a range of literary and creative purposes using a range of textual forms (prose, poetry, illustrated texts, multimedia, digital)

.06 Compose and present written literary texts using the writing process:

  • planning/outlining

  • drafting

  • editing

  • proofreading

  • publishing

  • rehearsing and presenting, including multimodal formats

.07 Recognise and explore a variety of factual texts in a variety of forms, including:

  • signs, prose, letter-writing, images, diagrams, tables, flow charts, multimedia

  • paper-based, digital and web-based

.08 Recognise the purpose and parts of a range of factual text types:

  • structure

  • audience

  • organisation and layout

  • headings and titles

  • author

  • page numbers

  • table of contents, indexes, digital menus

  • text connectives

  • navigation tools and language

  • illustrations, images, diagrams and tables

  • bibliography

.09 Explore and experiment with grammar patterns and writing styles for different factual text types

.10 Compose factual texts to achieve a range of purposes using a range of textual forms (letter, list, text, diagram, table, flowchart, illustrated texts, multimedia, digital)

.11 Compose and present written factual texts using the writing process:

  • planning/outlining

  • drafting

  • editing

  • proofreading

  • publishing

  • rehearsing and presenting, including multimodal formats

.12 Recognise paragraphs in a text

.13 Understand the purpose and structure of a paragraph

.14 Begin to use paragraphs in own written work

.15 Use a flow of related paragraphs to compose texts

.16 Recognise, differentiate between and compose groups, phrases, clauses and sentences

.17 Redraft and reorganise the parts of a sentence to enhance clarity and effectiveness

.18 Choose words for effect and meaning

.19 Use literary and topic-related language, technical terms and abstract vocabulary

＋ Materials and Activities

Activities include:

  • Guided individual and small group exercises
  • Retell and adaption of literary texts through play, performance, images or writing
  • Guided composition activities e.g., composing literary texts scaffolded by an adult or peer using the written question game
  • Identifying purpose and stages of literary texts
  • Sequencing and sorting jumbled literary texts
  • Using knowledge of grammar and grammar symbols to find grammar patterns typical of different types of literary texts
  • Modelling ‘how to’ compose different types of literary texts
  • Guided and independent creative writing projects
  • Conferencing with peers and teacher
  • Choosing most effective text type for creative writing projects
  • Using library and internet to research ideas and models for creative writing
  • Writing creatively for classroom and school publications, for example photobooks of student poetry accompanied by student illustrations or photographs
  • Writing reviews of literary texts, and other creative works
  • Publishing texts through digital means
  • Guided composition activities e.g., composing factual texts scaffolded by an adult or peer using the written question game
  • Identifying purpose/stages of factual texts
  • Sequencing/sorting jumbled factual texts
  • Using knowledge of grammar and grammar symbols to find grammar patterns typical of factual texts
  • Modelling ‘how to’ compose factual texts
  • Guided and independent factual writing projects
  • Choosing most effective text type for project work in all areas of the curriculum
  • Using library and internet to research information for factual writing
  • Summarising and note-taking exercises (e.g., using graphic organisers, including mind-mapping software) in preparation to write factual texts
  • Writing letters e.g., to family, penfriends, school executive, local media.
  • Composing paragraphs, sentences and parts of sentences with moveable alphabets
  • Modelled, guided and independent writing exercises and activities
  • Writes groups, phrases and sentences
  • Style analysis with grammar symbols and/or sentence analysis materials
  • Independent writing projects
  • Vocabulary building exercises from across the curriculum

Resources include:

  • Range of literary texts to use as models for creative writing
  • Card material
  • Poetry cards
  • Box of grammar symbols
  • Variety of media: writing implements, paper, art materials, digital camera, materials for making books, word processing, multimedia and web authoring programs, mind-mapping software
  • Range of factual texts to use as models for writing
  • Moveable alphabets
  • Grammar boxes and command cards
  • Sentence analysis materials
  • Classified pictures, card material and booklets from all areas of the curriculum
  • Dictionary and thesaurus
  • Model literary and factual texts
  • Reference texts

＋ Links to Australian Curriculum (ACv9)

AC9EFLA03
AC9EFLA07
AC9EFLE05
AC9E1LE05
AC9E2LE05
AC9E1LA08
AC9E2LA08
AC9E3LA09
AC9E1LA03
AC9E1LA04
AC9E1LE04
AC9E1LE05
AC9E2LA03
AC9E2LE04
AC9E2LE05
AC9E3LA03
AC9E3LE04
AC9E3LE05

AC9EFLA03
AC9E1LA03
AC9E2LA03
AC9E3LA03

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

AC9E1LA04

AC9EFLE05
AC9EFLY06
AC9E1LA04
AC9E1LE05
AC9E1LY06
AC9E2LE05
AC9E2LY06
AC9E3LE05
AC9E3LY06

AC9EFLY06
AC9EFLY07
AC9E1LY06
AC9E1LY07
AC9E2LE05
AC9E2LY06
AC9E2LY07
AC9E3LE05
AC9E3LY06
AC9E3LY07

AC9EFLA03
AC9E1LA03
AC9E2LA03
AC9E3LA03

AC9EFLA03
AC9EFLY01
AC9E1LA03
AC9E1LY01
AC9E2LA03
AC9E3LA03

AC9EFLA03
AC9EFLY01
AC9E1LA03
AC9E1LY01
AC9E2LA03
AC9E3LA03

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

AC9EFLY06
AC9EFLY07
AC9E1LY06
AC9E1LY07
AC9E2LY06
AC9E2LY07
AC9E3LY06
AC9E3LY07

AC9E3LA04

AC9E3LA04

AC9E3LA04

AC9E3LA04

AC9E2LA06
AC9E3LA06

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LA06
AC9E3LY06

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

Writing: handwriting and keyboarding 2.LA.130

Knowledge, Skills and Understanding

Typically, children will:

.01 Use manipulable letters to compose words and short texts, noting orientation of each letter and spaces between words

.02 Refine/develop fine motor skills required for cursive writing

.03 Use correct pencil grip and posture for handwriting

.04 Refine cursive handwriting skills:

  • letter formation

  • directionality

  • slope

  • starting and finishing points

  • joins

  • placement online

.05 Experiment with and appreciate a variety of writing implements and writing media and writing styles to experience handwriting as an artform

.06 Develop refinement and precision of letter formation

.07 Use handwriting in everyday tasks

.08 Prepare handwritten presentations of creative writing and project work

＋ Materials and Activities

Activities include:

  • composing words, groups, phrases, sentences and short compositions with moveable alphabet
  • art and craft e.g., painting, drawing, cutting, tracing, knitting, sewing, clay/wax work
  • design and illustration work in all areas of the curriculum
  • guided individual and small group activities
  • writing in a variety of media e.g., in sand and the air, with chalk, felt pen, variety of pencils, brush, quill
  • writing exercises with historical or novel alphabets
  • using handwriting to present completed work
  • using calligraphy and illumination e.g., to present favourite poems, prepare greeting cards, decorate project work
  • grace and courtesy, going out and research activities e.g., writing messages, letters and invitations, thank you notes, note-taking.

Resources include:

  • moveable alphabets
  • metal insets and other materials for design
  • wall charts
  • chalk and chalkboards
  • whiteboards
  • variety of pencils, brushes and quills
  • calligraphy materials
  • variety of papers with different types of lines.

＋ Links to Australian Curriculum (ACv9)

AC9EFLY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

AC9EFLY08
AC9E1LY08
AC9E2LY08
AC9E3LY08

Writing and spelling 2.LA.140

Knowledge, Skills and Understanding

Typically, children will:

.01 Recognise and apply sound-letter (phoneme-grapheme) correspondence

.02 Isolate, segment, blend and manipulate phonemes, consonant blends and clusters

.03 Add, delete and substitute initial, medial and final phonemes to generate new words

.04 Recognise and spell puzzle (sight) words and other high frequency words

.05 Experience and apply a variety of spelling strategies, including oral and concrete activities with:

  • manipulation of phonemes

  • rhyming words

  • alliteration patterns

  • syllabification

  • blending and segmenting

  • short vowel and long vowel patterns

  • consonant blends, clusters and digraphs

  • grammatical morphemes

  • short vowel long vowel sounds and patterns

  • consonant blends, digraphs and clusters

  • vowel digraphs

  • silent letters

  • prefixes and suffixes

  • visualization

  • grammatical morphemes

  • etymology

  • spelling patterns

  • association with known words

.06 Use a dictionary or technology to confirm spelling

.07 Apply common spelling in created texts

＋ Materials and Activities

Activities include:

  • writing words with moveable alphabet
  • tracing words
  • creating words in clay or similar media
  • writing labels for objects in classroom environment
  • writing word families
  • highlighting spelling patterns using small moveable alphabets in different colours
  • phonogram and puzzle word lessons and exercises
  • word study exercises
  • working with and researching words containing blends and phonograms
  • working with and researching puzzle words
  • maintaining a personal spelling dictionary
  • lessons and exercises introducing use of dictionary, spell-check and online dictionaries
  • providing students with the etymology of each technical or specialised term introduced in all areas of the curriculum
  • practice activities as needed to reinforce spelling e.g., look-say-cover-write, quizzes.

Resources include:

  • moveable alphabets
  • phonogram cards and booklets
  • puzzle word lists, booklets and folders
  • spelling lists, charts, booklets and cards
  • student’s own dictionary
  • paper-based and online dictionaries covering a range of reading levels
  • thesaurus.

＋ Links to Australian Curriculum (ACv9)

AC9EFLY11
AC9EFLY13

AC9EFLY10
AC9E1LY09
AC9E2LY09

AC9E1LY10
AC9E2LY09

AC9EFLY14
AC9E1LY14
AC9E2LY11
AC9E3LY12

AC9EFLY09
AC9E1LY09
AC9E1LY11
AC9E1LY12
AC9E1LY13
AC9E1LY15
AC9E2LY09
AC9E2LY10
AC9E2LY12
AC9E3LY09
AC9E3LY10
AC9E3LY11

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LY06

Writing: punctuation 2.LA.150

Knowledge, Skills and Understanding

Typically, children will:

.01 Understand the purpose and use of punctuation marks:

  • full stop

  • comma

  • question mark

  • exclamation mark

  • apostrophes in contractions and possessives

  • colon and semi-colon

  • quotation marks

  • hyphen and dash

.02 Understand the purpose and use of capitalisation

  • start of sentences

  • proper nouns

  • titles

.03 Develop use of correct punctuation in written work

.04 Proofread and edit written texts, using feedback to improve written work

＋ Materials and Activities

Activities include:

  • introductory games to establish function of punctuation e.g., reading a paragraph without taking a breath
  • introductory games to learn formation of punctuation marks e.g., modelling punctuation marks in a variety of media including body sculpture, clay and artwork
  • guided individual and small group games and exercises
  • looking for punctuation marks in a variety of texts
  • guided exercises in drafting, editing and proofreading
  • conferencing with peers and teacher
  • stories and research projects to explore the history of individual punctuation marks.

Resources include:

  • card material
  • capitalization charts
  • noun classification charts (proper/common)
  • student’s own texts
  • texts matched to interest displaying a variety of punctuation use
  • research materials (paper-based, digital, web-based).

＋ Links to Australian Curriculum (ACv9)

AC9EFLA09
AC9EFLY06
AC9E1LA10
AC9E1LY06
AC9E2LA10
AC9E2LY06
AC9E3LA11
AC9E3LY06

AC9EFLA09
AC9EFLY06
AC9E1LA10
AC9E1LY06
AC9E2LA10
AC9E2LY06

AC9EFLA09
AC9EFLY06
AC9E1LA10
AC9E1LY06
AC9E2LA10
AC9E2LY06
AC9E3LA11
AC9E3LY06

AC9EFLY06
AC9E1LY06
AC9E2LY06
AC9E3LE05
AC9E3LY06

Next

Mathematics