New South Wales Curriculum

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing

Speaking and Listening 1

Outcome: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations.

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Specialised English Lesson Oral Language Module: Speaking & Listening (Yrs 1 & 2) Talking to Others
Explore how characters use language in different situations e.g. Before, I was Bad (People Like Me - Junior Readers) How does Trish speak when she is being ‘good’ compared to when she is being ‘bad’; Snow White (Timeless Tales) How does the Queen speak to the mirror, the huntsman and when she’s dressed up as an old lady? (Developing Literacy)

listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)

Specialised English Lesson Oral Language Module: Asking Questions (Yrs 1 & 2) Types of Questions
Listen to and follow the instructions to complete a project from Make and Do. (Developing Literacy)

understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Identify how the feelings of the characters in the Easy Readers, Storytime stories, Junior Readers and Timeless Tales have been portrayed through their facial expressions (Developing Literacy).

Understand and apply knowledge of language forms and features

understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Specialised English Lesson Oral Language Module: Asking Questions (Yrs 1 & 2) Types of Questions
Use the Easy Readers (e.g. Thumps and Thuds and Follow the Rules) and Junior Readers (e.g. The Lonely Giant and The Magic Suitcase from Imaginary Worlds) to study the difference between questions, statements and commands (Developing Literacy).

identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Specialised English Lesson Reading Module: Studying Poetry (Yrs 1 & 2) Tricks of the Trade
Recite the Rhyme Time poems Old Mother Hubbard and The House that Jack Built experimenting with sound and word patterns (Developing Literacy)

explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Specialised English Lesson Oral Language Module: Expressing Opinions (Yrs 1 & 2) What Do You Think?
Explore words and facial expressions used for different feelings in the Easy Readers e.g. Bob the Frog, The Little Green Crab and The Lonely Dragon; and Junior Readers e.g. Nobody Loves Me and Poor Little Rich Boy from People like Me (Developing Literacy).

Students:
Respond to and compose texts

engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Specialised English Lesson Oral Language Module: Asking Questions (Yrs 1 & 2) Types of Questions
View and listen to How to put on your own Puppet Play and discuss the main points of the video (Developing Literacy - Puppet Plays)

use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1788, ACELY1789)

Specialised English Lesson Oral Language Module: Working in a Group (Yrs 1 & 2) Working Together
Make sock puppets using the Puppet Making Workshop ideas and work in small groups to create a simple puppet play (Developing Literacy - Puppet Plays)
Work together with a partner to complete Word Play, Word Search and Drag and Drop puzzles in Puzzle Palace (Developing Literacy)

Writing and Representing 1

Outcome: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

experiment in all aspects of composing to enhance learning and enjoyment

Use the Script Ideas for Puppet Plays to provide opportunities for students to experiment with composing narrative texts to enhance learning and enjoyment (Puppet Plays - Developing Literacy)

Understand and apply knowledge of language forms and features

create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1661, ACELY1671)

Use the Storytime stories (Developing Literacy) to springboard ideas for short text creation e.g. Wendy and the Pirate

Write a recount about a time when you helped someone.
Draw a treasure map writing the names of the landmarks you have drawn.
Write an imaginative text about a place you would like to go for a holiday

Use the Junior Readers and Timeless Tales (Developing Literacy) to springboard ideas for text creation e.g. Pinocchio

an imaginative text about creating your own ‘Island of Fun’ – What rides, food, drinks, games, fun things to do would you have there?
an information report about the dangers of fire
a persuasive text about why you should always tell the truth
a script for a simple puppet show
a procedural text about how to make a sock puppet

Respond to and compose texts

create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Use the Templates for Puppets guidelines (Puppet Plays Worksheets) to make sock puppets in order to retell one of the Storytime, Junior Readers or Timeless Tales stories.
Design a plot graph poster that shows the main events from one of the Storytime, Junior Readers or Timeless Tales stories (Developing Literacy)

reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1662, ACELY1672)

Specialised English Lesson Writing Module: Editing Skills (Yrs 1 & 2) Check Your Writing
Create a word list from a Storytime, Junior Readers or Timeless Tales story for students to practise checking how to correctly spell a word using a dictionary e.g. Peter Pan word list: crocodile/crocadile; medicine/medisine; poison/poisin; triumph/triumf; calm/carm; nursery/nurcery; heart/hart (Developing Literacy)
View The Sea Monster. Write a personal recount about a time when somebody helped you do something. Reread the recount making changes to improve meaning, spelling and punctuation (Developing Literacy - Puppet Plays)

Handwriting and using digital technologies

Outcome: A student composes texts using letters of consistent size and slope and uses digital technologies

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

understand that handwriting and presentation of work needs to reflect audience and purpose in order to communicate effectively

Understand and apply knowledge of language forms and features

develop clear and consistent writing using NSW Foundation Style as appropriate

Respond to and compose texts

write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1663, ACELY1673)

Revise correct formation of letters via the ABC modules. (Developing Literacy)
Handwriting skills can be developed and refined via the student Worksheets that accompany all Easy Readers, Storytime stories, Junior Readers, Timeless Tales, Puppet Plays and Rhyme Time poems. (Developing Literacy)

construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664, ACELY1674)

Specialised English Lesson Writing Module: Digital Texts (Yrs 1 & 2) Create a Digital Text
Use appropriate software to produce a simple instructional text such as those in Make and Do e.g. How to Make a Sandwich or How to Play Snakes and Ladders (Developing Literacy)
Provide opportunities for students to create an e-book similar to the ones in the Easy Readers (Developing Literacy)

Reading and Viewing 1

Outcome: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

Identify similarities and differences between the settings, characters and events in the Junior Readers genre stories and Timeless Tales e.g. In Sleeping Beauty and Snow White who tries to harm the main character? Who tries to help the main character? (Developing Literacy)

Understand and apply knowledge of language forms and features

understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Specialised English Lesson Writing Module: Grammar (Yrs 1 & 2) What are Nouns For? & What is Grammar?
Classify nouns from a Junior Readers story or Timeless Tale e.g. Peter Pan: house, children, dog (concrete); night, sleep, story (abstract)
Study nouns and adjectives using Worksheets #1 for the Junior Readers stories The Silly Mouse (Imaginary Worlds) and Fun Facts about the Body (Fun Facts) and the Timeless Tales story Snow White (Developing Literacy)

understand patterns of repetition and contrast in simple texts (ACELA1448)

Identify the patterns of language and rhyme repetition in the Easy Readers e.g. Yum, Yum, Yum, Play All Day & Have You Ever? (Developing Literacy)

identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)

Identify how a simple sentence expresses a single idea using the Easy Readers, Junior Readers, Timeless Tales and Storytime stories e.g. Wendy and the Dragon - One night (when), Wendy (who) was woken by a noise (what).

Develop and apply graphological, phonological, syntactic and semantic knowledge

recognise sound–letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

Use the Easy Readers stories and Worksheets to promote recognition of words that have short and long vowel sounds, consonant digraphs and consonant blends. (Developing Literacy)

understand the variability of sound–letter matches (ACELA1459)

Identify words in the Easy Readers that demonstrate the different sound production of certain letters e.g. The Amazing Ape – one (w), was (o), face (s) (Developing Literacy)

recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)

Identify words with silent letters and less common sound-letter matches in the Storytime stories, Junior Readers and Easy Readers e.g. The Lonely Dragon – silent ‘k’ in knock, knew & know; ‘o’ sound in ‘was’; ‘w’ sound in ‘once’; ‘j’ sound in ‘during’; ‘shun’ sound in ‘action’; ‘s’ sound in ‘nice’. (Developing Literacy)

manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

Specialised English Lesson Reading Module: Reading Strategies (Yrs 1 & 2) Breaking Up Words
Remove and substitute phonemes from selected words in the Rhyme Time poems e.g. The Rainbow: What word do I get if I change the ‘oa’ sound in ‘boat’ to ‘ea’? Or change the ‘ai’ sound in ‘sail’ to ‘ea’ (Developing Literacy)

Respond to, read and view texts:

read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

Specialised English Lesson Reading Module: Reading Strategies (Yrs 1 & 2) Becoming a Better Reader
Practise reading aloud the Easy Readers (Developing Literacy)
Use Worksheet 1 for the Wendy stories, The Billy Goats Gruff and Little Red Riding Hood and Worksheets 1 & 2 for Goldilocks and the Three Bears to build text-processing strategies (Storytime)

read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Specialised English Lesson Reading Module: Reading Strategies (Yrs 1 & 2) Becoming a Better Reader
Use the Junior Readers Fill the Gaps activity (at the end of each story) and Worksheet 1 for the Timeless Tales Pinocchio, Peter Pan and Sleeping Beauty to build text-processing strategies. (Developing Literacy)

use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1660, ACELY1670)

Specialised English Lesson Reading Module: Comprehension Skills (Yrs 1 & 2) Reading For Meaning
Specialised English Lesson Reading Module: Comprehension Skills (Yrs 1 & 2) Let’s Look at Narratives
Build comprehension skills using Storytime and Timeless Tales Multiple Choice Questions Worksheets and Worksheets for the Wendy stories (#2 for each); Three Little Pigs (#1 - #4); Billy Goats Gruff (#2 - #4); Goldilocks (#4); Little Red Riding Hood (#2 & #4); Junior Readers Multiple Choice Questions (at the end of each story) and Worksheet #2 for each story in the Junior Readers and Timeless Tales (Developing Literacy)

identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

Specialised English Lesson Reading Module: Visual Literacy (Yrs 1 & 2) Words and Pictures
Compare how illustrations of a character’s actions and reactions are depicted differently in a Junior Readers Dreamtime story (Stories from Long Ago), Timeless Tales or Storytime fairy tale to a print text with the same title (Developing Literacy)

compare opinions about characters, events and settings in and between texts (ACELT1589)

Specialised English Lesson Reading Module: Responding to Texts (Yrs 1 & 2) Stories I Like
Discuss favourite characters, events and settings from familiar worlds in the Easy Readers (e.g. At the Playground, Shower Fun) and Junior Readers People Like Me genre stories, and unfamiliar worlds in the Storytime stories, Timeless Tales and Junior Readers Imaginary Worlds stories (Developing Literacy)

Spelling

Outcome: A student uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently

Specialised English Lesson Writing Module: Spelling/Etymology (Yrs 1 & 2) Which Way is it Spelled?

Understand and apply knowledge of language forms and features

know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)

Source words from the Easy Readers Consonant Blends stories to list one-syllable words with common letter patterns e.g. ‘cr’ words in The Little Green Crab – crab, crack, crushed. Use these stories to also locate two syllable words with common letter patterns e.g. Have You Ever… ever, spider, scooter, monster/garden, ridden/smiling, trying/scary, sparkly (Developing Literacy)

understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

Specialised English Lesson Reading Module: Reading Strategies (Yrs 1 & 2) Breaking Up Words
Study the relevant vocabulary found in the Easy Readers to build understanding of how to spell words using digraphs, long vowels and blends (Developing Literacy)

recognise common prefixes and suffixes and how they change a word's meaning (ACELA1455, ACELA1472)

Add common suffixes to words from the Easy Readers e.g. The Three Little Blackbirds – help/helps/helped/helping/helpful (Developing Literacy)
Use the words ‘together’, ‘undo’ and ‘inside’ from the Timeless Tale Sleeping Beauty to build morphemic word families that start with the prefixes ‘to’, ‘in’ and ‘un’ and the words ‘beautiful’, ‘lovely’ and ‘youngest’ to build morphemic word families that end with the suffixes ‘ful’, ‘ly’ and ‘est’ (Developing Literacy)

Respond to and compose texts

spell high-frequency and common sight words accurately when composing texts
isolate and write the initial, medial and final sound of a word
exchange one letter in a written word with a different letter to make a new word
use morphemic and phonological knowledge when spelling

Use the Easy Readers Worksheets to provide opportunities to practise reading and writing high frequency words e.g. At the Playground #2, Crazy Dreams #1 (Developing Literacy)
Practise manipulating phonemes in words from the Easy Readers e.g. At the Playground – change the first sound in ‘bar’, the last sound in ‘bin’ and the middle sound in ‘fun’ (Developing Literacy)
Remove and substitute phonemes from selected words in the Rhyme Time poems e.g. The Rainbow: What word do I get if I change the ‘oa’ sound in ‘boat’ to ‘ea’? Or change the ‘ai’ sound in ‘sail’ to ‘ea’ (Developing Literacy)
Practise segmenting blends from the words in the Easy Readers Consonant Blends stories e.g. Crazy Dreams – c-r-azy, d-r-eam, s-n-ail (Developing Literacy)

Objective B

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context

Speaking and Listening 2

Outcome: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)

Study the use of signs in The Lonely Giant (Junior Readers - Imaginary Worlds) and Pinocchio (Timeless Tales) as a springboard to identifying where signs are used and placed at school and in the community (Developing Literacy).

understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

Use the sentence ‘Every night before putting them to sleep, Mrs Darling liked to read the children a story’ (Peter Pan) to springboard a discussion about verbal storytelling traditions in own families/cultures (Developing Literacy – Timeless Tales)
Explore the Stories From Long Ago to springboard a discussion about cultural storytelling traditions e.g. Aboriginal Dreamtime stories. (Junior Readers - Developing Literacy)

Understand and apply knowledge of language forms and features

understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

Specialised English Lesson Oral Language Module: Speaking & Listening (Yrs 1 & 2) Talking to Others
Study the formal and informal references for adults in a story e.g. Poor Little Rich Boy (Junior Readers – People Like Me) and Peter Pan (Timeless Tales) then discuss how adults are addressed in own families and at school. (Developing Literacy)

identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Specialised English Lesson Oral Language Module: Expressing Opinions (Yrs 1 & 2) What Do You Think?
Identify adjectives used to describe characters in the Junior Readers e.g. The Silly Mouse, The Lonely Giant (Imaginary Worlds) and Timeless Tales e.g. The Ugly Duckling.
Discuss themes of right and wrong, fairness and unfairness embedded in the Junior Readers e.g. Sally’s behaviour in Nobody Loves Me (People Like Me) and Timeless Tales e.g. the consequences of Pinocchio’s actions or the huntsman’s moral dilemma about being ordered to kill Snow White. (Developing Literacy)

Respond to and compose texts

make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
rehearse and deliver short presentations on familiar and new topics (ACELY1667)

Specialised English Lesson Oral Language Module: Oral Reports (Yrs 1 & 2) Learning to Speak to an Audience
Use the Script ideas for Puppet Plays to present a puppet play to an audience (Worksheets - Puppet Plays) (Developing Literacy)

listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

Specialised English Lesson Reading Module: Studying Poetry (Yrs 1 & 2) Tricks of the Trade
Recite or perform a Rhyme Time poem. (Developing Literacy)

Writing and Representing 2

Outcome: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Specialised English Lesson Writing Module: Text Types (Yrs 1 & 2) What Are Texts?
Identify the purpose and audience for the different text types in Happy Schools: e.g. Is this bullying? (imaginative); Why isn’t our school a happy school? (informative) & No More Bullies (persuasive) (Developing Literacy)

Understand and apply knowledge of language forms and features

understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1447, ACELA1463)

Specialised English Lesson Writing Module: Organising Texts (Yrs 1 & 2) How Are Texts Organised?
Specialised English Lesson Reading Module: Comprehension Skills (Yrs 1 & 2) Let’s Look at Narratives
Study structures and features of various text types using the Junior Readers and Timeless Tales imaginative texts; Make and Do and Junior Readers - Fun Facts informative texts. (Developing Literacy)

describe some differences between imaginative informative and persuasive texts (ACELY1658)

Specialised English Lesson Writing Module: Text Types (Yrs 1 & 2) What Are Texts?
Discuss and compare texts that ‘tell a story’ (Junior Readers, Storytime stories and Timeless Tales) ‘give information’ (Make and Do instructional texts and Junior Readers Fun Facts genre stories) and those that ‘give an opinion’ (Happy Schools videos)
(Developing Literacy)

compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

Specialised English Lesson Reading Module: Visual Literacy (Yrs 1 & 2) Words and Pictures
Compare how the images of animals used in the Easy Readers (e.g. Bob the Frog – Short Vowels), Junior Readers (e.g. The Silly Mouse – Imaginary Worlds) and Storytime stories (e.g. The Three Little Pigs) compare to images found in non-fiction books about animals. (Developing Literacy)

understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Specialised English Lesson Reading Module: Vocabulary Expansion (Yrs 1 & 2) Learning New Words
Use topics from the Easy Readers, Storytime stories, Junior Readers and/or Timeless Tales to brainstorm new vocabulary e.g. jungle creatures not mentioned in Pinky the Elephant (Junior Readers – People Like Me)
Use Junior Readers Worksheet #1 for each story to expand students’ vocabulary knowledge. (Developing Literacy)

Respond to and compose texts

discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)

Specialised English Lesson Writing Module: Language Features (Yrs 1 & 2) What’s in a Story?
Examine similarities and differences of the features of the plot, characters and setting in traditional stories e.g. the Timeless Tales Snow White and Sleeping Beauty, the Storytime stories The Three Little Pigs and The Billy Goats Gruff and the Junior Readers (Stories from Long Ago genre) How the Kangaroo Got Her Pouch and How the Kiwi Bird Lost its Wings. (Developing Literacy)
Identify the features of the Storytime stories, Junior Readers and Timeless Tales such as the use of magical powers, inclusion of imaginary characters and far away settings and explore how they are presented in different ways. (Developing Literacy)

Reading and Viewing 2

Outcome: A student recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

understand that texts can draw on readers' or viewers' knowledge of texts to make meaning and enhance enjoyment, eg comparing fairytales

Compare the e-book fairy tales in Storytime to those in hardcover books and discuss how the reading experience has been enhanced (Developing Literacy)

Understand and apply knowledge of language forms and features

understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Specialised English Lesson Reading Module: Research Skills (Yrs 1 & 2) Reading Non-Fiction Books
Specialised English Lesson Reading Module: Multimodal Texts (Yrs 1 & 2) Reading E-books
Explore the Ziptales website to learn about how digital texts are organised using headings, navigation buttons and links.

Respond to, read and view texts

select a widening range of texts for enjoyment and pleasure and discuss reasons for their choice

Provide opportunities for students to explore the e-books in Easy Readers, Storytime, Junior Readers and Timeless Tales and discuss the ones they enjoyed the most giving reasons for their choices. (Developing Literacy)

Grammar, punctuation and vocabulary

Outcome: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs

Specialised English Lesson Writing Module: Organising Texts (Yrs 1 & 2) How Are Texts Organised?

Understand and apply knowledge of language forms and features

understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Specialised English Lesson Writing Module: Grammar (Yrs 1 & 2) Getting Together (Conjunctions).
Locate examples of conjunctions in the Junior Readers e.g. ‘and’ in The Silly Mouse and Timeless Tales e.g. ‘but’ in Sleeping Beauty. (Developing Literacy)

explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)

Specialised English Lesson Writing Modules: Grammar (Yrs 1 & 2) What Are Nouns For? & What Are Verbs?
Study nouns, verbs and adjectives using Storytime Worksheet #1 for The Billy Goats Gruff and The Three Little Pigs; Worksheets #1 & #3 for Goldilocks and the Three Bears and Worksheet #3 for Little Red Riding Hood, Junior Readers Worksheet #1 for The Silly Mouse (Imaginary Worlds) and Fun Facts About the Body (Fun Facts) and Timeless Tales Worksheet #1 for each story (Developing Literacy)

recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Specialised English Lesson Writing Module: Punctuation (Yrs 1 & 2) Types of Sentences
Locate uses of sentence ending punctuation in the Easy Readers e.g. Close Your Eyes & A Fun Day at the Farm (Developing Literacy)

recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

List proper nouns in the Junior Readers and Timeless Tales under separate headings of people, places and things e.g. Peter Pan: The Lost Boys; Neverland; Jolly Roger.
Explore the use of commas to separate items in a list using examples from the Junior Readers e.g. Fun Facts about Animals pg 1. (Developing Literacy)

Understand and apply knowledge of vocabulary

understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
recognise, discuss and use creative word play, eg alliteration and onomatopoeia

Explore how the concept of ‘good’ and ‘bad’ is used to develop plot e.g. Describe the ‘good’ and ‘bad’ behaviour of the main characters in Before, I Was Bad (People Like Me – Junior Readers), The Silly Mouse (Imaginary Worlds - Junior Readers) and Pinocchio (Timeless Tales).
(Developing Literacy)
Specialised English Lesson Reading Module: Studying Poetry (Yrs 1 & 2) Tricks of the Trade

Respond to and compose texts

begin to organise ideas into paragraphs when composing texts

Use the activities from the Specialised English Lesson Writing Module: Organising Texts (Yrs 1 & 2) How Are Texts Organised? to provide opportunities for students to begin to organise ideas into paragraphs when composing texts.

Objective C

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical

Thinking imaginatively, creatively and interpretively

Outcome: A student thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts

Content Description:

Related Ziptales Activities:

Students:
Engage personally with texts

engage in wide reading of self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses

Provide opportunities for students to engage in reading the digital texts found on the Ziptales website and encourage them to share their thoughts about the stories (Developing Literacy)

Develop and apply contextual knowledge

recognise and begin to understand how composers use creative features to engage their audience
identify and compare the imaginative language used by composers

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 1 & 2) Making Stories Interesting

Understand and apply knowledge of language forms and features

identify that different texts have different organisational patterns and features for a variety of audiences

Specialised English Lesson Writing Module: Organising Texts (Yrs 1 & 2) How Are Texts Organised?

identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition

Use the repetitive patterns in selected Easy Readers to compose new texts e.g. I Wish, Is it Fun? or Yum, Yum, Yum (Developing Literacy)

Respond to and compose texts

recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Retell Storytime stories, Junior Readers and narrative based Easy Readers (e.g. Bob the Frog, The Little Green Crab or The Three Little Blackbirds), by drawing key events in story-map format.
Perform a Storytime story (e.g. The Billy Goats Gruff) or Junior Readers story (e.g. The Lonely Giant – Imaginary Worlds) to an audience. (Developing Literacy)

predict and discuss ideas drawn from picture books and digital stories

Create simple finger puppets (using Make and Do) or paper plate characters to role play what could happen after a selected Storytime fairy tale finished e.g. Goldilocks went back to visit the bears, the wolf said sorry to Little Red Riding Hood (Developing Literacy)

use creative and imaginative features in role-play and drama

Compose texts that use similar characters to the Storytime fairy tales e.g. Change Goldilocks and the Three Bears to Jack and the Three Monkeys or Brown Bear and the Three Little Girls and role play these to the class (Developing Literacy)

jointly adapt a well-known text for a different audience and purpose

Retell a story from a different character’s point of view e.g. the dog in Tiny Ted Saves Tilly (People Like Me - Junior Readers) or the thirteenth fairy in Sleeping Beauty (Timeless Tale).

Objective D

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world

Expressing themselves

Outcome: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences

Content Description:

Related Ziptales Activities:

Students:
Engage personally with texts

identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Specialised English Lesson Reading Module: Author’s Use of Language (Yrs 1 & 2) Making Stories Interesting
Identify and describe the recurring language patterns and humorous elements of the Easy Readers.
Connect human feelings and behaviours of those of animal characters in the Junior Readers Stories From Long Ago (e.g. The Thirsty Frog) and Imaginary Worlds (e.g. Pinky the Elephant).
Discuss favourite texts from the Storytime stories, Junior Readers and Timeless Tale giving reasons for preferences. (Developing Literacy)

Develop and apply contextual knowledge

discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1581, ACELT1587)

Specialised English Lesson Reading Module: Visual Literacy (Yrs 1 & 2) Words and Pictures
Use the moral messages embedded in the Storytime fairy tales, Junior Readers Stories From Long Ago genre and Timeless Tale and to springboard a discussion about how other cultures use stories as teaching tools. (Developing Literacy)

respond to texts drawn from a range of cultures and experiences (ACELY1655)

View and respond to the Junior Readers cultural stories in the Stories From Long Ago genre.
Use the Timeless Tale to discuss characters or things that are actually real but aren’t usually encountered in our everyday life – e.g. the pirates in Peter Pan, members of a royal family in Snow White & Sleeping Beauty, a travelling puppet theatre in Pinocchio. (Developing Literacy)

Understand and apply knowledge of language forms and features

discuss aspects of imaginative texts such as setting and dialogue, making connections with students' own experiences

Specialised English Lesson Writing Module: Comprehension Skills (Yrs 1 & 2) What’s in a Story?
Specialised English Lesson Reading Module: Language Features (Yrs 1 & 2) Let’s Look at Narratives

Respond to and compose texts

discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Discuss the experiences of the characters in the Storytime stories, Timeless Tales and Easy Readers and compare them to own life experiences e.g. Rainbow Bay (Easy Readers) – Where do you love to go on holiday? (Developing Literacy)

express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Specialised English Lesson Reading Module: Responding to Texts (Yrs 1 & 2) Stories I Like
Discuss favourite texts from Storytime, Junior Readers, Timeless Tales, Easy Readers and Puppet Plays explaining what makes them entertaining or appealing. (Developing Literacy)

Objective E

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English

Reflecting on learning

Outcome: A student identifies and discusses aspects of their own and others’ learning

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

develop an understanding of how a rich text environment underpins learning

Specialised English Lesson Reading Module: Vocabulary Expansion (Yrs 1 & 2) Learning New Words

Understand and apply knowledge of language forms and features

discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance

Listen to the No More Bullies song in Happy Schools and discuss what the story is trying to convey though music. (Developing Literacy)

Respond to and compose texts

discuss the roles and responsibilities when working as a member of a group

Specialised English Lesson Oral Language Module: Working in a Group (Yrs 1 & 2) Working Together

Curriculum Alignment