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ABC Reading Eggs alignment to the Australian Curriculum

The complete F - 7 literacy resource.

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Curriculum alignment for My Lessons 1 - 120 The complete F - 7 literacy resource.

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 1

m - moon, monkey, mice, mud, mop, men, mat, meat, mum, moss, man

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

identify the beginning and end sounds of words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 2

s, am - sock, seven, sat, sing, soap, see, six, seed, sandwich, spaghetti, spoon, stand, stamp, snail, sun, strawberry,

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet,

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

snake including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

ENe-4A recognise the letters of the alphabet

and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 3

a, m, am

Sam lamb, ham, ram, dam, jam, pram, stamp, lamp, clam

I, am Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts Reading and Viewing 2

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ENe-8B recognise that words and pictures

have meaning and that words can be read aloud

Lesson 4

t - tent, toe, turtle, table, teeth, triangle, train, tractor, tap, tomato, tooth, teepee, three, tv, ticket, toy, top, tiger

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 5

a, t, at bat, cat, fat, pat, rat, sat, mat, hat

- at, a Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds writing consonant-vowel-consonant

words by writing letters to represent the sounds in the spoken words

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts identify the beginning and end

sounds of words Spelling ENe-5A

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 6

b - bread, bag, balloon, bell, book, bone, bath, baby, bear, bee, bank

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

Reading and Viewing 2 ENe-8B

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

recognise that words and pictures have meaning and that words can be read aloud

Lesson 7

c - coat, clam, cap, can, cow, cup, car, crab, camel, cry, cupboard, camera, cheese, cheek, carrot, corn, can

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 8

f, at cat, bat, fat, mat, sat

fish, fly, foot, feather, frog, flower, fire, fox, football

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

formations use simple functions of keyboard and

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 9

a, m, t, at

am, Sam, cat, bat, fat, mat

apple, astronaut, ankle, ambulance, ant, alien, arrow

I, a Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

recognise high-frequency words read and understand some sight

words in simple, predictable texts orally blend two or three sounds to

make a word identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 10

a, b, c, f, i m, s, t, I, am, at, ap

am, Sam, at, bat, cat, fat, mat, sat

- I, am, at, a Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

recognise high-frequency words read and understand some sight

words in simple, predictable texts orally blend two or three sounds to

make a word

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying and manipulating sounds (phonemes) in spoken words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

compose effective sentences in writing using appropriate word order

Lesson 11

n - nurse, nail, nose, nest, needle, nut, net, nine

I Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

recognise high-frequency words read and understand some sight

words in simple, predictable texts Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson p, am pig, pot, pat pencil, am Text structure and organisation Handwriting and Using Digital Technologies

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

12 peach, peanut, potato, pig, pie, pear, pea, pan, plate, pen

ACELA1433 learning about simple functions of

keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

ENe-3A produce some lower case and upper

case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 13

a, p, ap Sam, pats, cat, bat, zap, map, cap, tap

- - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACELA1438

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters,

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building word families using onset and rime

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts identify the beginning and end

sounds of words orally blend two or three sounds to

make a word Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

compose effective sentences in writing using appropriate word order

Lesson 14

h hat, ham hole, hammer, heart, hair, horse, helmet, head, hamburger, hat, hive

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

recognise high-frequency words read and understand some sight

words in simple, predictable texts Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 15

r part rice, raspberry, robot, rose, rabbit, raft, radio, ring, rope, rug, ruler

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

learning to construct lower case letters

be read aloud

Lesson 16

a, n, an ran, fan, bat fan, man, can, ran, van, pan, hand, stand, dance

man, can Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACELA1438 building word families using onset and

rime ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts identify the beginning and end

sounds of words orally blend two or three sounds to

make a word identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

compose effective sentences in writing using appropriate word order

Lesson 17

z zap zero, zebra, zigzag, zucchini, zoom, zip, zoo, zap

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

and drop-down menu Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

identify the beginning and end sounds of words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 18

e, ee bee, tree, see, seed, weed, Zee, three

Queen, teepee, sheep, cheese, cheek, knee, tree, three, weed, see, bee, leek, seed

see Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

recognise high-frequency words read and understand some sight

words in simple, predictable texts identify the beginning and end

sounds of words orally blend two or three sounds to

make a word Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 19

- Sam, can, see, man, fan, pan, tap, cap, hat, bat, cat

man, fan, pan, tap, cap, hat, bat, can, cat

see, the, I, can, man

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts use knowledge of letters and sounds

to decode words, including those in initial, final and medial positions

Reading and Viewing 2

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

ENe-8B recognise that words and pictures

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

compose effective sentences in writing using appropriate word order

Lesson 20

n, p, h, r, z, ap, an, ee

see, can, hat, man

bat, bee, cat see, the, can, man

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts use knowledge of letters and sounds

to decode words, including those in initial, final and medial positions

identify most of the sounds and name all letters in a given word

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

compose effective sentences in

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

writing using appropriate word order

Lesson 21

v van vegetables, violin, vase, van, vest, vulture, vacuum, volcano, vet

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 22

- see, ant, band, rat, hat, sand,

land, band, hand, sand

and, see, the

Text structure and organisation ACELA1433

learning about simple functions of

Writing and Representing 1 ENe-2A

know that spoken sounds and words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

hand, land keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

identifying rhyme and syllables in spoken words

identifying onset and rime in one-syllable spoken words

Interpreting, analysing and evaluating ACELY1649

can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts orally blend two or three sounds to

make a word identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

identify most of the sounds and name all letters in a given word

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

know how to use onset and rime to spell words

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2

18Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

ENe-8B recognise that words and pictures

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

compose effective sentences in writing using appropriate word order

Lesson 23

d Dan, dad dragon, dice, domino, dolphin, dance, dog, doll, door, duck, dinosaur, doctor, dragonfly

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

orally blend two or three sounds to make a word

Reading and Viewing 2 ENe-8B

recognise that words and pictures

19Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

have meaning and that words can be read aloud

Lesson 24

- can, see, rat, cat, hat

- in, had, I, can, see, the

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

line as needed, matching one spoken word to one written word

ENe-8B recognise that words and pictures

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

compose effective sentences in writing using appropriate word order

Lesson 25

j jam, jet, jug juice, jacket, jelly, juggle, jet, jug, jump, jam, jellybeans, jeans, jar

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

21Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Lesson 26

ad ants sad, dad, pad, bad, mad, had, ants, cats, flower, rat, bee

had Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts orally blend two or three sounds to

make a word Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to

22Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

represent sounds when writing words Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 27

o - olive, otter, oven, octopus, onion, oar, ostrich, orange, oil

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

identifying onset and rime in one-syllable spoken words

ACELA1440

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

23Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Lesson 28

is good, cap, bee, ant, bad, sad, has, cap, bat

- is, good, a, has

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2

24Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

line as needed, matching one spoken word to one written word

ENe-8B recognise that words and pictures

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

compose effective sentences in writing using appropriate word order

Lesson 29

on zap, mat, sat, and, is, bee

jet, apple, octopus, dog, bee

on, the, and, is, a

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words read and understand some sight

words in simple, predictable texts Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to

25Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

represent sounds when writing words Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 30

q - queen, quail, queue, quiet, quarters, quilt, quack

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Interpreting, analysing and evaluating

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending

26Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELY1649 navigating a text correctly, starting at

the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

sounds of spoken words know that letters are used to

represent sounds when writing words Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 31

g pig, jam ghost, goose, garbage, glasses, goldfish, guitar, glue, grape, glove, goat

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

orally blend two or three sounds to

27Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

make a word Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 32

l lap, lad ladder, lock, light, lemon, leaf, lamp, lollipop, lamb, leaf, lizard, ladybird

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start

28Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

represent those sounds identifying and manipulating sounds

(phonemes) in spoken words ACELA1440

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

with the same initial sound read and understand some sight

words in simple, predictable texts Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 33

- cat, sat, tap, can, jam

can, jam, cat, sat, tap, can

he, she Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words orally blend two or three sounds to

make a word read and understand some sight

words in simple, predictable texts use knowledge of letters and sounds

29Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

demonstrate an awareness of nouns, pronouns and conjunctions

recognise simple pronoun references to maintain meaning

Lesson 34

k - koala, kennel, key, king, kiss, kangaroo, kite, key, kitten

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters,

30Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

the sounds in the spoken words knowing that spoken words are

written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 35

- cat, bat, mat, hat, can, map

cat, mat, bat, hat

as, has Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and

31Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

dropdown menus Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words identify the beginning and end

sounds of words orally blend two or three sounds to

make a word read and understand some sight

words in simple, predictable texts use knowledge of letters and sounds

to decode words, including those in initial, final and medial positions

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 36

y - yoyo, yellow, yuck, year, yell, yawn, yacht, yoghurt, yolk, yuck, yeti

had Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter

32Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

formations use simple functions of keyboard and

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

recognise high-frequency words read and understand some sight

words in simple, predictable texts Spelling ENe-5A

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 37

- hat, cat, ant, man, van, map, has, and, bat, Dan

- yes, you, has, a, and

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet,

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and

33Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise high-frequency words identify the beginning and end

sounds of words orally blend two or three sounds to

make a word read and understand some sight

words in simple, predictable texts Spelling ENe-5A

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 38

x box wax, box, mix, mixer, taxi, xray, exit, six

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet,

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper

34Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

including consonants and short vowel sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

Interpreting, analysing and evaluating ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

identify the beginning and end sounds of words

Spelling ENe-5A

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 39

w wing, zip, bee

wax, web, woman, whale, whistle, worm, wand, water,

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies

35Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

windmill recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct lower case letters

ENe-3A produce some lower case and upper

case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 40

am, at, an, ag, ad

van, sad, dam, zap, hat, man, gap, ran, jam, bat,

- he, she, as, has, yes, you, man, the, can, see,

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

36Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

pad, ham, ram, fish, cat, can, see, hid, in, tin, sits

in Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

recognise high-frequency words segment simple spoken words into

separate sounds identify the beginning and end

sounds of words identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

read and understand some sight words in simple, predictable texts

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 41

u fun ugly, untidy, unwrap, unhappy,

- Text structure and organisation ACELA1432

pointing to the letters and the

Writing and Representing 1 ENe-2A

know that spoken sounds and words

37Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

unlock, unicorn, underground, underwater, umbrella

punctuation in a text ACELA1433

learning about print: direction of print and return sweep, spaces between words

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in

can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

write from left to right and leave spaces between words

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

recognise the letters of the alphabet and know there are lower and upper case letters

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

segment simple spoken words into separate sounds

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use phonological strategies when

38Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

spoken words identifying and manipulating sounds

(phonemes) in spoken words identify onset and rime in one-syllable

spoken words ACELA1440

identifying familiar and recurring letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct some upper case letters

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

reading, including letter–sound relationships

Spelling ENe-5A

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

Lesson 42

alphabet

cat, mat, rat, ham, map, tap, hat, gap, zap

words words Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1

39Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

the sounds in the spoken words knowing that spoken words are

written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

ENe-4A recognise the letters of the alphabet

and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson id hid, lid, kid, - has Text structure and organisation Writing and Representing 1

40Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

43 sid, did, bin ACELA1433 learning about simple functions of

keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACELA1434 exploring spoken, written and

multimodal texts and identifying elements, for example words and images

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

ENe-2A know that spoken sounds and words

can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

41Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 44

ix six, fix, mix, tin, win, pin, fin, din, ring

rabbits, birds, pigs, red, blue

in, him Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to

42Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

make a word recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 45

it hit, sit, bit, fit, spin, swing, lit, pit, wit

stand it Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

43Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 46

ig big, wig, dig, fig, gig, pig, rig

castle, Queen, throne, dress,

like, said Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of

44Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

horse, crown typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 breaking words into onset and rime

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word segment simple spoken words into

separate sounds recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts identify most of the sounds and name

all letters in a given word use phonological strategies when

reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in

45Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

initial, final and medial positions Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 47

- wag - this Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

write from left to right and leave spaces between words

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know

46Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

some features of print, for example directionality

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of

47Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 48

ip lip, zip, pip, rip, dip, hip, nip, sip, tip, wip

blue, pink, black, big, little

little, black, blue

Text structure and organisation ACELA1432

pointing to the letters and the punctuation in a text

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

ACELA1433 learning about print: direction of print

and return sweep, spaces between words

learning about front and back covers; title and author, layout and navigation of digital/screen texts

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACELA1434 exploring spoken, written and

multimodal texts and identifying elements, for example words and images

ACLEA1758 recognising the most common sound

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

48Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

understand that words can be spoken or written

recognise that words and pictures have meaning and that words can be read aloud

interpret pictures

Lesson 49

ill hill, will, sill, pill, bill, kill, till, mill, dill, fill, gill, jill

- - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

49Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

manipulate letters to assist reading Spelling ENe-5A

know how to use onset and rime to spell words

identify patterns in words leading to the identification of word families

use and write beginning and ending

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds of spoken words know that letters are used to

represent sounds when writing words Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 50

ing king, ring, sing, wing

two bird, two, cannot

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 writing consonant-vowel-consonant

words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

represent those sounds identifying and manipulating sounds

(phonemes) in spoken words Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 51

- pink pigs, bees go, by Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters,

52Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds writing consonant-vowel-consonant

words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ENe-8B recognise that words and pictures

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 52

ot cot, dot, hot, pot, lot, got, jot, rot, not

seagull, turtle, mermaid, dolphin, ship, whale

look, got Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 breaking words into onset and rime

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime

54Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building word families using onset and rime

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

know how to use onset and rime to spell words

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 53

og dog, log, fog, cog, bog, hog, jog, rock, sock, shop

frog, rock - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight

56Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

words in simple, predictable texts identify most of the sounds and name

all letters in a given word use phonological strategies when

reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 54

op cop, hop, mop, pop, top, shop, stop

playground play Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

is important for meaning ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

produce some lower case and upper case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

58Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 55

- lots popcorn, hotdog

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

59Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds ACELA1438

breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word segment simple spoken words into

separate sounds identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset

Spelling ENe-5A

know how to use onset and rime to spell words

identify patterns in words leading to the identification of word families

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures

60Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 56

- not yellow, red, happy

are, happy, said, not

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound

61Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

lowercase in written texts Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

relationships use knowledge of letters and sounds

to decode words, including those in initial, final and medial positions

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 57

- - Queen, King, Princess, Prince, Knight, Lady, game, crown, bone

his, her, we

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACELA1434 exploring spoken, written and

multimodal texts and identifying elements, for example words and images

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts use knowledge of letters and sounds

to decode words, including those in initial, final and medial positions

Reading and Viewing 2 ENe-8B

recognise that words and pictures

62Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds ACELA1438

breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

demonstrate an awareness of nouns, pronouns and conjunctions

recognise simple pronoun references to maintain meaning

Lesson 58

od fox, cod, rod, nod, god, pod, dock, lock, clock, boxes

- - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1434

exploring spoken, written and multimodal texts and identifying elements, for example words and images

ACLEA1758 recognising the most common sound

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1

63Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

ENe-4A recognise the letters of the alphabet

and know there are lower and upper case letters

understand that spoken words are made up of sounds

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset

Spelling ENe-5A

identify patterns in words leading to the identification of word families

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

64Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 59

ox, y, at, the, end

puppy, muddy, bossy, messy, silly, sorry

bear, mouse, juggler

very Text structure and organisation ACELA1433

learning about print: direction of print and return sweep, spaces between words

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACELA1434 exploring spoken, written and

multimodal texts and identifying elements, for example words and images

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds

65Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 60

ock clock, dock, rock

words, bossy, silly, jolly, messy

words Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet

66Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

orally blend two or three sounds to make a word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

retell a familiar story in sequence and identify main idea

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Lesson 61

- - climb, eat, draw, sleep, laugh, read, kick, jump

me, be Text structure and organisation ACELA1433

learning about print: direction of print and return sweep, spaces between words

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

write from left to right and leave spaces between words

produce some lower case and upper case letters using learned letter

67Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

formations use simple functions of keyboard and

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

identify the beginning and end sounds of words

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use phonological strategies when reading, including letter–sound relationships

recognise grammatical patterns when reading to assist in making meaning, eg locating words that tell who, what, when or where in texts

Spelling

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ENe-5A use and write beginning and ending

sounds of spoken words know that letters are used to

represent sounds when writing words Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 62

ut, up cup, pup, cut, up, but, gut, hut, jut, nut, put

balloons, green, three

three, green

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1434

exploring spoken, written and multimodal texts and identifying elements, for example words and images

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

write from left to right and leave spaces between words

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example

69Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

directionality understand that spoken words are

made up of sounds recognise rhymes, syllables and

sounds (phonemes) in spoken words identify the beginning and end

sounds of words orally blend two or three sounds to

make a word segment simple spoken words into

separate sounds recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts use phonological strategies when

reading, including letter–sound relationships

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

retell a familiar story in sequence and identify main idea

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

recognise that sentences are key units for expressing ideas

Lesson 63

un, ug bug, dug, hug, jug, mug, rug, tug, bun, sun, fun, gun, pun, run

skip, tips - Text structure and organisation ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

ACELA1433 learning about print: direction of print

and return sweep, spaces between words

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

use knowledge of letters and sounds

71Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building word families using onset and rime

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1653

following clear demonstrations of how to construct each letter

learning to construct some upper case letters

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

to decode words, including those in initial, final and medial positions

Spelling ENe-5A

identify patterns in words leading to the identification of word families

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 64

uck muck, duck, , fluffy, luck, mud, bud

duck, sun to Text structure and organisation ACELA1433

learning about print: direction of print and return sweep, spaces between words

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

write from left to right and leave

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELA1435 learning that word order in sentences

is important for meaning ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

spaces between words produce some lower case and upper

case letters using learned letter formations

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

73Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 65

uck fluff, truck, puck, tuck, yuck

rat, tiger, fox, drive

- Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

segment words into onset and rime read and understand some sight

words in simple, predictable texts Spelling ENe-5A

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds ACELA1438

breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

Lesson 66

- - hello, mountain, branch, leaf, forest

there, that, this

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1434

exploring spoken, written and multimodal texts and identifying

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and

75Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

elements, for example words and images

ACELA1437 building vocabulary through multiple

speaking and listening experiences Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

consistently identify words that start with the same initial sound

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 67

- - eyes, nose, hair, chin, ears, mouth

have Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

76Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 68

- - legs, one, two, four

they Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies

77Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

ENe-3A use simple functions of keyboard and

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units

78Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

for expressing ideas demonstrate an awareness of nouns,

pronouns and conjunctions recognise simple pronoun references

to maintain meaning Lesson 69

- jump swim, fly, grin do Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word

recognise high-frequency words,

79Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

including own name read and understand some sight

words in simple, predictable texts identify most of the sounds and name

all letters in a given word use phonological strategies when

reading, including letter–sound relationships

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 70

us bus bus - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet,

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and

80Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

read and understand some sight words in simple, predictable texts

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 71

- - table, plate, chair, people, food, band, day

come, my, here, goes, day

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

81Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

the sounds in the spoken words knowing that spoken words are

written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 72

e, eg, ing

egg, jumping, banging, cracking,

dinosaur, egg, breaking

baby Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write

82Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

rolling and drop-down menu Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise rhymes, syllables and sounds (phonemes) in spoken words

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use phonological strategies when reading, including letter–sound relationships

Spelling ENe-5A

know how to use onset and rime to spell words

identify patterns in words leading to the identification of word families

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

83Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 73

ed bed, fed, wed, red, led, ted

- - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

consistently identify words that start with the same initial sound

segment words into onset and rime identify the beginning and end

sounds of words segment simple spoken words into

separate sounds recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts Spelling

84Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

(phonemes) in spoken words identify onset and rime in one-syllable

spoken words Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

ENe-5A use and write beginning and ending

sounds of spoken words know that letters are used to

represent sounds when writing words Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 74

en, et pet, bet, get, jet, met, set, vet, wet, yet, den, pen, hen, ten, when, men, zen

- where Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

segment words into onset and rime identify the beginning and end

sounds of words segment simple spoken words into

separate sounds identify the new word when asked to

delete or add a phoneme (sound) to an existing spoken word

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 75

- - coming, now, ladder

where, when, down, up,

Text structure and organisation ACELA1433

learning about simple functions of

Writing and Representing 1 ENe-2A

know that spoken sounds and words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

go keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACELA1437 building vocabulary through multiple

speaking and listening experiences ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters,

can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word segment simple spoken words into

separate sounds recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts use knowledge of letters and sounds

to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

scrolling, selecting icons and drop-down menu

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 76

eg leg, beg, keg, peg, peck

- - Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758 recognising the most common sound

made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

consistently identify words that start with the same initial sound

identify the beginning and end sounds of words

orally blend two or three sounds to make a word

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building word families using onset and rime

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 77

- - monkey, butterfly, animals, bird, elephant

who, lives, here, into

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACELA1437 building vocabulary through multiple

speaking and listening experiences ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

identify the beginning and end sounds of words

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

recognise that sentences are key units for expressing ideas

Lesson 78

- - wing, tail, spikes, fire, claws, dragon

what Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1435

learning that word order in sentences is important for meaning

ACLEA1758

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters,

90Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

ACELA1440 identifying familiar and recurring

letters and the use of upper and lowercase in written texts

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

recognise the letters of the alphabet and know there are lower and upper case letters

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

orally blend two or three sounds to make a word

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and Vocabulary ENe-9B

recognise that texts are made up of words and groups of words that make meaning

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

recognise that sentences are key units for expressing ideas

Lesson 79

ell bell, tell, yell, fell, well, shell, sell, hell

numbers who, what, where

Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACELA1434

exploring spoken, written and multimodal texts and identifying elements, for example words and images

ACELA1437 building vocabulary through multiple

speaking and listening experiences ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

ACELA1438 breaking words into onset and rime building word families using onset and

rime Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word segment simple spoken words into

separate sounds recognise high-frequency words,

including own name read and understand some sight

words in simple, predictable texts Spelling ENe-5A

know how to use onset and rime to spell words

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

Creating texts ACELY1654

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

identify patterns in words leading to the identification of word families

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

Lesson 80

- - birthday, seven, party

seven Text structure and organisation ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas ACLEA1758

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

ACELA1438 breaking words into onset and rime

Sound and letter knowledge ACELA1439

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying and manipulating sounds (phonemes) in spoken words

identify onset and rime in one-syllable spoken words

Creating texts

Writing and Representing 1 ENe-2A

know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Handwriting and Using Digital Technologies ENe-3A

use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus

Reading and Viewing 1 ENe-4A

understand that spoken words are made up of sounds

recognise rhymes, syllables and sounds (phonemes) in spoken words

segment words into onset and rime identify the beginning and end

sounds of words orally blend two or three sounds to

make a word

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELY1654 using simple functions of keyboard

and mouse including typing letters, scrolling, selecting icons and drop-down menu

segment simple spoken words into separate sounds

recognise high-frequency words, including own name

read and understand some sight words in simple, predictable texts

identify most of the sounds and name all letters in a given word

use knowledge of letters and sounds to decode words, including those in initial, final and medial positions

Spelling ENe-5A

use and write beginning and ending sounds of spoken words

know that letters are used to represent sounds when writing words

Reading and Viewing 2 ENe-8B

recognise that words and pictures have meaning and that words can be read aloud

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 81

short vowels

pen, pig, leg, log, mug, mop, hat, hug, bed, box

touch, taste, hear, see, smell, tongue

have, with, what, you

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

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

isolate and write the initial, medial and final sound of a word

Lesson 82

ie, ile pie, tie, lie, smile, crocodile

shop, peach, plum, pie

going, where, want

Reading and Viewing 1 EN1-4A

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

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

Lesson 83

ie, ine, ike

lie, line, mine, like, hike

mother, father, sister, brother, family,

shoe, car, table

Reading and Viewing 1 EN1-4A

recognise sound–letter matches including common vowel and consonant digraphs and consonant

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

parents, homework

blends recognise most sound–letter matches

including silent letters, vowel/consonant digraphs and many less common sound–letter combinations

Lesson 84

ine, ide, ike

dine, pine, fine, spine, shrine

bike, track, crash, ride, fall

too, off, over, this

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

Reading and Viewing 1 EN1-4A

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

Spelling EN1-5A

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

Lesson 85

sh shell, shop, sheep, ship, shed

shark, shirt, shoes

shop, bike Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Interacting with others ACELY1656

listening for details in spoken informative texts

Speaking and Listening 1 EN1-1A

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

Reading and Viewing 1 EN1-4A

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

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

96Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

combinations Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 86

sh shelley, sheep, shop, shopping

shiny, short, laces, shoes

buy, tried, these, new

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Interacting with others ACELY1656

listening for details in spoken informative texts

Speaking and Listening 1 EN1-1A

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

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

97Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

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

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

isolate and write the initial, medial and final sound of a word

Lesson 87

long i kite, bite, bike, hike, hide, ride

hot, cold, wet, dry, big, little, happy, sad

white, nine, girl, boy

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

ACELA1458 saying words with the same rime as a

given word (for example words that end like 'c/at', 'pl/ay')

Reading and Viewing 1 EN1-4A

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

manipulate sounds in spoken words including phoneme deletion and substitution

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

98Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

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

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

Lesson 88

ch chat, chick, cheese, chin, chips, chest

shopping, cheeky, cheeping, chimp

says, ask, why

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

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

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

99Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

‘cat’, ‘father’, ‘any’ isolate and write the initial, medial and final sound of a word

Lesson 89

th throw, thanks, thin, that, thud, thick, thorn, think

cupboard, fridge, supermarket, chocolate, roastbeef, sandwich

none, two, stayed, home

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

ACELA1458 saying words with the same onset as

a given word (for example words that begin like 'd/og', 'bl/ue')

saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay')

Reading and Viewing 1 EN1-4A

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

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

manipulate sounds in spoken words including phoneme deletion and substitution

Spelling EN1-5A

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

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

Lesson 90

ch chimp, chicken, cheese, chilli

cherries, chillies, chocolate, chomp

these, made, together

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Reading and Viewing 1 EN1-4A

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

recognise most sound–letter matches

100Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

including silent letters, vowel/consonant digraphs and many less common sound–letter combinations

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 91

soft c city, celery, cement, bicycle, park, shark, dark, bark

city, celery, bicycle, circus, circle, cement

one, two, three, four, five

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

know that regular one-syllable words are made up of letters and common letter clusters that correspond to the

101Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

sounds heard, and how to use visual memory to write high-frequency words

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

Lesson 92

ice mice, rice, dice, slice, line, bike, nine, fine, lime, vine

football, shoelace, sandbox, lighthouse

fly, look, white, fine, nine

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

Sound and letter knowledge ACELA1457

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

Reading and Viewing 1 EN1-4A

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

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

manipulate sounds in spoken words including phoneme deletion and substitution

Spelling EN1-5A

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

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

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

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

Lesson 93

soft g cage, page, sage, stage, rage

gelato, giraffe, magic, gem, magic, giant, cement

today, park, Saturday

Language for interaction ACELA1787

extending students’ vocabularies for the expression of feelings and emotions

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

ACELA1458 saying words with the same onset as

a given word (for example words that begin like 'd/og', 'bl/ue')

saying words with the same rime as a given word (for example words that

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

manipulate sounds in spoken words including phoneme deletion and substitution

Spelling EN1-5A

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

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

isolate and write the initial, medial

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

end like 'c/at', 'pl/ay') ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

and final sound of a word exchange one letter in a written

word with a different letter to make a new word

Lesson 94

ake cake, lake, rake, bake, take, snake, shake, make, wake

rooster, duck snake, giraffe, wheel, shark

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1458 saying words with the same rime as a

given word (for example words that end like 'c/at', 'pl/ay')

Reading and Viewing 1 EN1-4A

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

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

manipulate sounds in spoken words including phoneme deletion and substitution

Spelling EN1-5A

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

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

Lesson 95

long a, ane

cane, mane, lane, plane,

icing, pour, slice, bake

flew, bowl, brother,

Expressing and developing ideas ACELA1778

writing one-syllable words containing

Speaking and Listening 1 EN1-1A

listen for specific purposes and

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

cage, ape, game

everywhere, what, about, another

known blends, for example ‘bl’, ‘st’ learning an increasing number of

high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

ACELA1458 saying words with the same onset as

a given word (for example words that begin like 'd/og', 'bl/ue')

saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay')

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

information, including instructions, and extend students' own and others' ideas in discussions

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

manipulate sounds in spoken words including phoneme deletion and substitution

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

exchange one letter in a written

105Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

word with a different letter to make a new word

Lesson 96

ace space, lace, face

night, stars, switch, count

clouds, sky, stars, above

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

ACELA1458 saying words with the same rime as a

given word (for example words that end like 'c/at', 'pl/ay')

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Reading and Viewing 1 EN1-4A

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

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

manipulate sounds in spoken words including phoneme deletion and substitution

Spelling EN1-5A

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

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

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

Lesson vowels life, space exercise, hours, Expressing and developing ideas Reading and Viewing 1

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

97 check, straw, spacesuit, photo, astronaut, music

outside, white, purple, yellow, orange

ACELA1778 learning an increasing number of

high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

EN1-4A recognise sound–letter matches

including common vowel and consonant digraphs and consonant blends

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

Lesson 98

long vowel words

make, snake, five, ape

dough, paper, cardboard, paint, glue, puppet, pipecleaner, spider, butterfly

these, out, eight, blue

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

107Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

‘cat’, ‘father’, ‘any’ recognising sounds that can be

produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

words 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

isolate and write the initial, medial and final sound of a word

Lesson 99

y on the end

itchy, hairy, floppy, rusty, party, creepy

circus, escapes, bendy, works, cage

sleep, party, work, easy, flew, plane, high

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

ACELA1459 recognising that letters can have

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

recognise common prefixes and suffixes and how they change a

108Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

word's meaning isolate and write the initial, medial

and final sound of a word

Lesson 100

- five, mice, cage

awake, asleep, full, empty, kitten, astronaut, circus

up, down, night, day, in, out, five, nine, eight

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 101

oo cook, book, wool, foot,

dressed, chocolate,

book, look, took,

Expressing and developing ideas ACELA1778

Reading and Viewing 1 EN1-4A

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

look, took icing, cream, delicious, contest, winner

delicious, excited

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

understand the variability of sound–letter matches

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

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 102

oo roof, zoo, noon, moon, cool, spoon, pool, hoop,

cockatoo, coop, moose, cocoon,

said, here, took, who, foot

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of

Reading and Viewing 1 EN1-4A

understand the variability of sound–letter matches

recognise most sound–letter matches

110Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

wood, baboon

kangaroo, raccoon, baboon

high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

including silent letters, vowel/consonant digraphs and many less common sound–letter combinations

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 103

ole pole, sole, mole, hole, stole, woke, poke, joke, bone, stone, cone

wombat, ground, kangaroo, mole, phone, poke

ground, phone, own, down, wrong

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

111Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

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

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 104

long o, e sounds

rode, code, vote, rose, boat, coat, goat, float

tadpole, flagpole, tangled, seaweed, wavy, molehill, bubbly, foam

boat, together, through, behind, tiny, suddenly

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

Reading and Viewing 1 EN1-4A

understand the variability of sound–letter matches

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

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and

112Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 105

blends frog, clam, slam, swam, grub, crab, plug, grab, slug, shell

clam, slug, tram, phone

friends, open, swam, his, eat

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

manipulate sounds in spoken words including phoneme deletion and substitution

predict author intent, series of events

113Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

knowledge to make predictions about a text’s purpose and content

and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

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

Lesson 106

blends crab, clam, frog, fly, green, trunk, lunch, crash, tree

wombat, crash, butterfly, grotty, hungry

hungry, green, happy, blue, tree

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge

Reading and Viewing 1 EN1-4A

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

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

114Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELA1457 saying sounds in order for a given

spoken word (for example f/i/sh, th/i/s)

combinations Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 107

ea pea, seal, leaf, dream, peach, beach, beast, eat, peace

peace, sitting, scary, beast, dream, badger

leaf, down, asleep, nice, light, blue, eat

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

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

115Copyright @

Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

with a given word recognising and producing rhyming

words replacing sounds in spoken words

(for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

ACELA1458 saying words with the same rime as a

given word (for example words that end like 'c/at', 'pl/ay')

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

isolate and write the initial, medial and final sound of a word

Lesson 108

long u words

cube, flute, tune, duke, June, tube

worried, perfect, flute, choose, tongue, hedgehog

worried, choose, teeth, ears

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions

Reading and Viewing 1 EN1-4A

understand the variability of sound–letter matches

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

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

about a text’s purpose and content memory to write high-frequency words

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

isolate and write the initial, medial and final sound of a word

Lesson 109

er helper, brother, sister, cleaner, badger, bigger, better

plumber, builder, cleaner, garden, leaky

brother, sister, bigger, better, anything, clean

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interacting with others ACELY1656

listening for details in spoken informative texts

Interpreting, analysing and evaluating

Reading and Viewing 1 EN1-4A

understand the variability of sound–letter matches

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

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

ACELY1659 using contextual and semantic

knowledge to make predictions about a text’s purpose and content

Lesson 110

blends strong, pretty, dry, crunchy, glossy, flower, ground, cloud, drank

crunchy, glossy, wept, squishy, weak, cloud, pretty, adjectives

flower, ground, cloud, drank, white, brown, grey

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

Reading and Viewing 1 EN1-4A

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

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

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

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

words and use visual memory to write irregular words (ACELA1471)

Grammar, Punctuation and Vocabulary EN1-9B

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)

Lesson 111

blends wanted, trip, crashed, stuck, three

happy, boat, leaf, clock

crab, track, truck, back, tree, crack

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1457

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

Reading and Viewing 1 EN1-4A

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

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

Spelling EN1-5A

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

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

isolate and write the initial, medial

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

and final sound of a word Lesson 112

syllables exercise, somewhere, drink, growing, eaten

keeping, drinking, sunlight, flamingo, elephant, beetle

healthy, water, food, clothes, sleep, home

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

Reading and Viewing 1 EN1-4A

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

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

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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)

isolate and write the initial, medial and final sound of a word

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 113

end blends

flamingo, rabbit, duckling, stamp, thump

stinky, wanted, running, wants, spider, keeping

skunk, pink, milk, sink, drink, stink, blink

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 114

oa flowers, raincoat, house

waterfall, picture, thunderstorm,

oats, coast, road, toast, soap, float

Expressing and developing ideas ACELA1778

learning an increasing number of

Reading and Viewing 1 EN1-4A

recognise sound–letter matches

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

houseboat, tophat

high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

including common vowel and consonant digraphs and consonant blends

understand the variability of sound–letter matches

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

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 115

ir sunlight, seedling, warm, leaf

catfight, flowerpot, fingernail

soil, grow, water, dirt, shirt, skirt, flirt, flower

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for

Reading and Viewing 1 EN1-4A

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

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

example 'one', 'have', 'them', 'about') ACELA1455

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

understand the variability of sound–letter matches

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

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 116

igh moonlight, goodnight, sandpaper, icecube, caring

monkey, kangaroo, family, forest

night, light, bright, sight, right

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

recognise most sound–letter matches

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

including silent letters, vowel/consonant digraphs and many less common sound–letter combinations

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 117

nouns raincoat, coast, better, bathroom, friends

shirt, goat thorn, toast, chew, roar, caught, loudly

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play',

Reading and Viewing 1 EN1-4A

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

sequence a summary of events and identify key facts or key arguments in imaginative, informative and

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

persuasive texts Spelling EN1-5A

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

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

Grammar, Punctuation and Vocabulary EN1-9B

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)

Lesson 118

or boots, long pants, jumper, coat, cloudy

windy, snow, sunny, rainy, horse, popcorn, knight

score, wore, store, shore, shorts

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

ACELA1455 building word families from common

morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for

Reading and Viewing 1 EN1-4A

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

understand the variability of sound–letter matches

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

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Lesson 119

verbs remember, imagine, insect, sideways, flap

whistle, squeal, swoop, scuttle, scared

pounce, glide, wriggle, sneeze

Expressing and developing ideas ACELA1778

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

Sound and letter knowledge ACELA1459

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

recognising sounds that can be

Reading and Viewing 1 EN1-4A

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

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

manipulate sounds in spoken words including phoneme deletion and substitution

predict author intent, series of events and possible endings in an

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

Grammar, Punctuation and Vocabulary EN1-9B

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)

Lesson 120

ay their, apple, spelling, feet, crabs

library, cling, eight, walk

stay, day, okay, way, boat, pink, truck

Expressing and developing ideas ACELA1778

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for

Reading and Viewing 1 EN1-4A

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

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Lesson Phonics Letters

and Sounds

Phonically Decodable

Words

Vocabulary Words

High Frequency

Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

example 'one', 'have', 'them', 'about') ACELA1455

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Sound and letter knowledge ACELA1457

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words

ACELA1459 recognising that letters can have

more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

understand the variability of sound–letter matches

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

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

Spelling EN1-5A

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

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

isolate and write the initial, medial and final sound of a word

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 1

What’s in the Lake?

1 a an can I see

tail spikes fire eye claws lake

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 2

A Royal Picnic

1 come day goes here people the there

tables chairs plates band food people

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or

Curriculum alignment for Storylands

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

multiply the meaning of accompanying words

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 3

The Queen’s Big Quest

2 had she the to

crown throne castle King Queen

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 4

The Shining Knight

2 comes for he his is it the they too

knight chest sparkle

Literature and context ACELT1581

identifying some features of characters and how particular words

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

battle helmet shield sword

and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 5

Royal Favourites

3 can find he her his it likes she them very when

tiara lady Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

multiply the meaning of accompanying words

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 6

The Royal Message

3 a gave the to said what

message invited news excellent party

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Lesson 7

The Naughty Prince

4 A and had happy her him in it not the to up was

dungeon tower

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 8

Shopping 4 and come family his lots my of the they use want

animals gold clothes arrows food fish shops shopping

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

identify visual representations of

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 9

The Forgetful Princess

4 and had her in on she take the then to was where which

woods stable path passage remember

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

through digital or arts media Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 10

Knight Training

5 day do fun I is say the what

fighting hunting music wash riding

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 11

The Red Knight

6 a am and eat had he I is liked red the to with

royal fierce sunsets bright

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

adventurous Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 12

The Surprise Prince

6 a but for got had he in said shouted the to you

guest dining table closet hallway forest

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

EN1-8B understand simple explanations in

diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 13

Who is in the Tower?

7 be could from had he in it no she the was who

tower moat town noise digging

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 14

The Hungry

7 a an at get her his if in

rumbled juicy

Literature and context ACELT1581

identifying some features of

Reading and Viewing 1 EN1-4A

predict author intent, series of events

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

Hound into is look make name said still the was with you

dessert hungry vegetables

characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 15

Catch a Dragon

8 a about all am and be but for he him how I in like live of out read said so than the then to where

search borrow hiss climbed camped

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Expressing and developing ideas ACELA1455

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

images add to or contradict or multiply the meaning of accompanying words

Spelling EN1-5A

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 16

The Queen’s Mirror

8 at be could good had he her him his in it look not of said the want was when where with

exactly know mirror barrels

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

multiply the meaning of accompanying words

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 17

The Very Best Castle

9 a about at came come from had have he I is just my no now one other said the to very was what

wider thought guest

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Expressing and developing ideas ACELA1455

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Spelling EN1-5A

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

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building knowledge about the topic of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

irregular words

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 18

Royal Trouble

9 all asked begin hands his I in let said the to why

armour trouble burst fireworks entered thumped angry

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Expressing and developing ideas ACELA1455

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Spelling EN1-5A

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

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building knowledge about the topic of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

irregular words

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 19

The Frog Princess

10 a and are around as can do he her his I into is more new not over said see she than the to too want what who with you

fastest won twice croak caught flycatcher

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Expressing and developing ideas ACELA1455

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Spelling EN1-5A

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

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Lesson Lesson title

Reading level

High Frequency

Words

Vocabulary Words

Australian Curriculum Content Descriptions NSW syllabus outcomes

building knowledge about the topic of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

irregular words

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

Lesson 20

The King’s Challenge

10 a an and back came first he here in into is not on said special the this to went who with

golden emerald silver goblet falcon

Literature and context ACELT1581

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Interpreting, analysing and evaluating ACELY1659

using contextual and semantic knowledge to make predictions about a text’s purpose and content

ACELY1660 making inferences about characters’

feelings and motives building knowledge about the topic

of the text and learning new vocabulary before and during reading

retelling the events or key information in the text orally, in writing and/or through digital or arts media

Reading and Viewing 1 EN1-4A

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

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

Reading and Viewing 2 EN1-8B

understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Thinking imaginatively and creatively EN1-10C

predict and discuss ideas drawn from picture books and digital stories

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Overview of outcomes for Reading Eggspress alignment: Comprehension lessons and Library quizzes

Year 2: Levels 1-4 Australian Curriculum New South Wales

ACELA 1450 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

ACELA 1466 Know some features of text organisation including page

and screen layouts, alphabetical order, and different types of diagrams, for example timelines

ACELA 1471 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

ACELA 1455 Recognise and know how to use morphemes in word

families for example ‘play’ in ‘played’ and ‘playing’ ACELA 1472 Recognise common prefixes and suffixes and how they

change a word’s meaning ACELA 1452 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)

EN1-8B: Reading and viewing: recognises that there are different kinds of texts when reading and viewing and

shows an awareness of purpose, audience and subject matter know some features of text organisation including page and screen layouts,

alphabetical order, and different types of diagrams, for example timelines EN1-10C: Thinking imaginatively and creatively: thinks imaginatively and creatively about familiar topics, ideas and texts when

responding to and composing texts predict and discuss ideas drawn from picture books and digital stories EN1-5A: Spelling: 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

recognise common prefixes and suffixes and how they change a word's meaning

begin to understand how knowledge of word origins supports spelling and vocabulary

EN1-9B: Grammar, punctuation and vocabulary: 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)

EN1-7B: Writing and representing: make inferences about character motives, actions, qualities and characteristics

when responding to texts

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Year 3: Levels 1-4 Australian Curriculum New South Wales

ACELT 1604 Use metalanguage to describe the effects of ideas, text

structures and language features of literary texts ACELA 1491 Understand how texts are made cohesive through the use of

linking devices including pronoun reference and text connectives

ACELA 1480 Know that word contractions are a feature of informal

language and that apostrophes of contraction are used to signal missing letters

ACELY 1679 Read an increasing range of different types of texts by

combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

ACELY 1691 Read different types of texts by combining contextual,

semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing

ACELY 1680 Use comprehension strategies to build literal and inferred

meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

ACELY 1692 Use comprehension strategies to build literal and inferred

meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

EN2-4A: Reading and viewing: draw on experiences, knowledge of the topic or context to work out the

meaning of unknown word use metalanguage to describe the effects of ideas, text structures and

language features of literary texts understand how texts are made cohesive through the use of linking

devices including pronoun reference and text connectives know that word contractions are a feature of informal language and

that apostrophes of contraction are used to signal missing letters use graphological, phonological, syntactic and semantic strategies to

respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes

read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing

use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts

recognise cohesive links in texts, eg pronouns that refer back to particular people or things, and understand how they contribute to meaning

connect information by observing text connectives summarise a paragraph and indicate the main idea, key points or key

arguments in imaginative, informative and persuasive texts interpret text by discussing the differences between literal and inferred

meanings justify interpretations of a text, including responses to characters,

information and ideas EN2-10C: Thinking imaginatively and creatively: thinks imaginatively, creatively and interpretively about information,

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ACELY 1605 Discuss how authors and illustrators make stories exciting,

moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension

ACELT 1594 Discuss texts in which characters, events and settings are

portrayed in different ways, and speculate on the authors’ reasons

ACELT 1602 Make connections between the ways different authors may represent similar storylines, ideas and relationships ACELA 1479 Understand that paragraphs are a key organisational feature

of written texts ACELT 1606 Understand, interpret and experiment with a range of devices

and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns

ideas and texts when responding to and composing texts discuss how authors and illustrators make stories exciting, moving and

absorbing and hold readers' interest by using various techniques, for example character development and plot tension

identify and analyse the different organisational patterns and features to engage their audience

identify creative language features in imaginative, informative and persuasive texts that contribute to engagement

identify and discuss how vocabulary establishes setting and atmosphere justify interpretations of a text, including responses to characters,

information and ideas, eg 'The main character is selfish because …' make connections between the ways different authors may represent

similar storylines, ideas and relationships EN2-5A: Spelling: use knowledge of alphabetical order to locate information in texts, eg

dictionaries, glossaries EN2-9B: Grammar, punctuation and vocabulary: understand that effective organisation of ideas in imaginative,

informative and persuasive texts enhances meaning understand that choice of vocabulary impacts on the effectiveness of

texts understand that paragraphs are a key organisational feature of written

texts EN2-2A: Writing and representing: plans, composes and reviews a range of texts that are more demanding

in terms of topic, audience and language understand, interpret and experiment with a range of devices and

deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns

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Year 4: Levels 1-4 Australian Curriculum New South Wales

ACELY 1678 Identify the audience and purpose of imaginative,

informative and persuasive texts ACELA 1490 Understand how texts vary in complexity and technicality

depending on the approach to the topic, the purpose and the intended audience

ACELY 1690 Identify characteristic features used in imaginative,

informative and persuasive texts to meet the purpose of the text

ACELA 1478 Understand how different types of texts vary in use of

language choices, depending on their purpose and context

ACELA 1483 Identify the effect on audiences of techniques, for

example shot size, vertical camera angle and layout in picture books, advertisements and film segments

ACELA 1496 Explore the effect of choices when framing an image,

placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

ACELA 1793 Identify features of online texts that enhance readability

including text, navigation, links, graphics and layout ACELA 1492 Recognise how quotation marks are used in texts to signal

dialogue, titles and quoted (direct) speech ACELT 1599 Discuss how language is used to describe the settings in

texts, and explore how the settings shape the events and

EN2-8B: Reading and viewing: identifies and compares different kinds of texts when reading and viewing

and shows an understanding of purpose, audience and subject matter identify the audience and purpose of imaginative, informative and

persuasive texts understand how texts vary in complexity and technicality depending on the

approach to the topic, the purpose and the intended audience interpret how imaginative, informative and persuasive texts vary in purpose,

structure and topic identify organisational patterns and language features of print and visual

texts appropriate to a range of purposes identify characteristic features used in imaginative, informative and

persuasive texts to meet the purpose of the text understand how different types of texts vary in use of language choices,

depending on their purpose and context explore the effect of choices when framing an image, placement of

elements in the image, and salience on composition of still and moving images in a range of types of texts

identify features of online texts that enhance readability including text, navigation, links, graphics and layout

recognise the use of figurative language in texts, eg similes, metaphors, idioms and personification, and discuss their effects

recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech

discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose

identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images

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influence the mood of the narrative ACELT 1600 Discuss the nature and effects of some language devices

used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

ACELA 1450 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

ACELA 1466 Know some features of text organisation including page

and screen layouts, alphabetical order, and different types of diagrams, for example timelines

ACELA 1471 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

ACELA 1455 Recognise and know how to use morphemes in word

families for example ‘play’ in ‘played’ and ‘playing’ ACELA 1472 Recognise common prefixes and suffixes and how they

change a word’s meaning ACELA 1452 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)

ACELA 1477 Examine how evaluative language can be varied to be

more or less forceful

EN1-10C: Thinking imaginatively and creatively: thinks imaginatively and creatively about familiar topics, ideas and texts

when responding to and composing texts predict and discuss ideas drawn from picture books and digital stories EN1-5A: Spelling: 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

recognise common prefixes and suffixes and how they change a word's meaning

begin to understand how knowledge of word origins supports spelling and vocabulary

EN1-9B: Grammar, punctuation and vocabulary: 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)

EN2-7B: Writing and representing: make inferences about character motives, actions, qualities and

characteristics when responding to texts identify and analyse the purpose and audience of imaginative, informative

and persuasive texts understand how characters, actions and events in imaginative texts can

engage the reader or viewer understand how a range of language features can shape readers' and

viewers' understanding of subject matter examine how evaluative language can be varied to be more or less forceful understand how audience and purpose influence the choice of vocabulary compare and review written and visual texts for different purposes and

audiences

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Years 5/6: Levels 1- 4 Australian Curriculum New South Wales

ACELA 1504 Understand how texts vary in purpose, structure and topic

as well as the degree of formality ACELY 1711 Analyse how text structures and language features work

together to meet the purpose of a text ACELT 1611 Understand, interpret and experiment with sound devices

and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

ACELA 1524 Identify and explain how analytical images like figures,

tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

ACELY 1712 Select, navigate and read texts for a range of purposes,

applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

ACELY 1702 Navigate and read texts for specific purposes applying

appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

ACELY 1703 Use comprehension strategies to analyse information,

integrating and linking ideas from a variety of print and digital sources

EN3-3A: Reading and viewing: uses an integrated range of skills, strategies and knowledge to read, view

and comprehend a wide range of texts in different media and technologies understand how texts vary in purpose, structure and topic as well as the

degree of formality analyse how text structures and language features work together to meet

the purpose of a text recognise and compare how composers use a range of language features,

including connectives, topic sentences and active and passive voice, to achieve their purposes

identify the impact of first-person and third-person narration on the reader/viewer

recognise how grammatical features help to build meaning in texts, including reference links and adverbial and adjectival phrases

recognise evaluative language, including emotive language and modality understand, interpret and experiment with sound devices and imagery,

including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

interpret picture books, comic strips and sequences of digital images which do not contain written text

use comprehension strategies to interpret and analyse information and ideas,

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ACELY 1713 Use comprehension strategies to interpret and analyse

information and ideas, comparing content from a variety of textual sources including media and digital texts

ACELT 1616 Identify, describe, and discuss similarities and differences

between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

ACELA 1518 Understand how authors often innovate on text structures

and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

ACELT 1617 Identify the relationship between words, sounds, imagery

and language patterns in narratives and poetry such as ballads, limericks and free verse

ACELT 1612 Create literary texts using realistic and fantasy settings

and characters that draw on the worlds represented in texts students have experienced

ACELT 1618 Create literary texts that adapt or combine aspects of

texts students have experienced in innovative ways ACELT 1614 Analyse and evaluate similarities and differences in texts

on similar topics, themes or plots ACELA 1513 Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words ACELA 1514 Recognise uncommon plurals, for example ‘foci’ Understand how to use banks of known words, word

comparing content from a variety of textual sources including media and digital texts

summarise a text and evaluate the intended message or theme analyse and evaluate the way that inference is used in a text to build

understanding in imaginative, informative and persuasive texts EN3-7C: Thinking imaginatively and creatively: thinks imaginatively, creatively, interpretively and critically about information

and ideas and identifies connections between texts when responding to and composing texts

recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning

interpret events, situations and characters in texts think critically about aspects of texts such as ideas and events think imaginatively when engaging with texts, using prediction, for example,

to imagine what happens to characters after the text identify, describe, and discuss similarities and differences between texts,

including those by the same author or illustrator, and evaluate characteristics that define an author's individual style

compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest

understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events

analyse and evaluate similarities and differences in texts on similar topics, themes or plots

EN3-4A: Spelling: understand how to use banks of known words, word origins, base words,

suffixes and prefixes, morphemes, spelling patterns and generalisations to

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origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages

ACELT 1615 Identify and explain how choices in language, for

example modality, emphasis, repetition and metaphor, influence personal response to different texts

ACELY 1698 Show how ideas and points of view in texts are conveyed

through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

ACELA 1506 Understand how the grammatical category of possessives

is signalled through apostrophes and how to use apostrophes with common and proper nouns

ACELA 1512 Understand the use of vocabulary to express greater

precision of meaning, and know that words can have different meanings in different contexts

ACELA 1525 Investigate how vocabulary choices, including evaluative

language can express shades of meaning, feeling and opinion

ACELY 1704 Plan, draft and publish imaginative, informative and

persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

learn and spell new words, for example technical words and words adopted from other languages

EN3-6B: Grammar, punctuation and vocabulary: uses knowledge of sentence structure, grammar, punctuation and

vocabulary to respond to and compose clear and cohesive texts in different media and technologies

understand that language is structured to create meaning according to audience, purpose and context

understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause and effect and indicate condition/concession

understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns

understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

EN3-2A: Writing and representing: understand and appreciate the way texts are shaped through exploring a

range of language forms and features and ideas identify and explore underlying themes and central storylines in imaginative

texts explore and analyse the effectiveness of informative and persuasive devices

in texts plan, draft and publish imaginative, informative and persuasive texts,

choosing and experimenting with text structures, language features, images

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ACELY 1707 Use a range of software including word processing

programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

ACELY 1717 Use a range of software, including word processing

programs, learning new functions as required to create texts

and digital resources appropriate to purpose and audience understand, interpret and experiment with the use of imagery in imaginative

texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration

use a range of software, including word processing programs, learning new functions as required to create texts

3P Learning Australia Pty LtdLevel 18, 124 Walker Street North Sydney, NSWTel: 1300 850 331readingeggs@3plearning.com.auwww.3plearning.com

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