The learner will demonstrate a variety of ways to use background knowledge and interests to select and engage critically with a range of culturally diverse paper-based, visual, and digital texts for pleasure and personal growth.
36 specific outcomes
Specific Curriculum Outcomes
LANG-G1-RV-SCO1Choose to listen to music, poetry and stories for pleasure.
LANG-G1-RV-SCO2Connect environmental sounds to meaning.
LANG-G1-RV-SCO3Use different voices in role playing to indicate tone and mood.
LANG-G1-RV-SCO4Describe how musical and environmental sounds affect mood.
LANG-G1-RV-SCO5
LANG-G1-RV-ELO2
The learner will interact with understanding and critical thought to a variety of genres and text forms using comprehension strategies, vocabulary, language structures, and graphophonic cues.
19 specific outcomes
Specific Curriculum Outcomes
LANG-G1-RV-SCO37Share and discuss texts with peers
LANG-G1-RV-SCO38Retell the beginning, middle, and end of stories and events using images, drama, models and written summaries, using
LANG-G1-RV-SCO39Use illustrations, graphics etc. to ask and answer questions, draw conclusions and make inferences, identify details, synthesise main main idea from the details
LANG-G1-RV-ELO3
Students will develop their understanding of how an author’s purpose and style, genre, text form, text features and choice of vocabulary, language, influence the meaning of text and define the author’s craft.
15 specific outcomes
Specific Curriculum Outcomes
LANG-G1-RV-SCO56Begin to become familiar with the style of local and favourite international authors (Eric Carle, Dr. Seuss, Robert Munsch, Bill Martin, Dr. Seuss, Richard Scary, Maurice Sendak, etc. ): -does the author write fiction or nonfiction? -is the author humorous or serious? -does the author use a lot of words of just a few words -which are do you enjoy reading or listening to? Why? -does the author use unusual words? - What’s an example?
LANG-G1-RV-SCO57Engage with and participate in Shared Reading and Readers Theatre in fiction, nonfiction, and poetry to connect reading with personal and audience engagement.
Use Listening Comprehension Strategies to make and simplify meaning: ask questions, recall ideas, predict, visualise, and make connections.
LANG-G1-RV-SCO6Listen to, retell, and express an opinion about the story.
LANG-G1-RV-SCO7Listen to differentiate between make-believe and truth.
LANG-G1-RV-SCO8Listen to follow and give direction e.g. 2-3 steps.
LANG-G1-RV-SCO9Listen and respond with increasing understanding and confidence to conversations expressed in Standard English
LANG-G1-RV-SCO10Listen and speak to form and foster relationships
LANG-G1-RV-SCO11Use turn taking strategies as a listener and a speaker.
LANG-G1-RV-SCO12Identify and use some non-verbal cues (e.g., facial expressions, gestures etc.) and in oral communication with thoughtfulness.
LANG-G1-RV-SCO13Listen, share information ask and and answer questions on a topic opinion in response to views articulated by others.
LANG-G1-RV-SCO14Listen and speak to develop appreciation and celebration of culture and oral languages.
LANG-G1-RV-SCO15Use and respond to Home Language(s) with awareness and purpose to greet, thank, make a request, explain, apologise and issue an invitation.
LANG-G1-RV-SCO16Continue to develop Home Language and Standard English vocabulary, phrasing and sentence use to share ideas.
LANG-G1-RV-SCO17Describe sounds, images, events, people, and places with clarity that includes: relevant details and a range of descriptive words reflecting size, colour, intensity, etc.
LANG-G1-RV-SCO18Produce complete sentences when suitable to task and setting
LANG-G1-RV-SCO19Continue to develop the foundation of phonological awareness by orally identifying, producing, and manipulating various units of speech sounds within words, including: initial and final sounds - segmenting sounds in one syllable words - beats in a word (syllables) - onset and rhyme - blending sounds to make one-syllable words. - identifying phonemes in one syllable words
LANG-G1-RV-SCO20Use common singular and plural nouns in the meaningful context of sentences(e.g. She runs, We run)
LANG-G1-RV-SCO21begin to use common irregular plural forms, such as man/men, child/children, and foot/feet
LANG-G1-RV-SCO22use common pronouns with increasing understanding ( I, me, mine, they, them, theirs, him, his, hers)
LANG-G1-RV-SCO23reflect on and connect interests and background knowledge before, during and after reading.
LANG-G1-RV-SCO24apply Concepts About Print to navigate Emergent/Early level text.
LANG-G1-RV-SCO25connect background knowledge to new learning.
LANG-G1-RV-SCO26regard reading/viewing as sources of interest, enjoyment, and information
LANG-G1-RV-SCO27engage in reading or reading-like behaviour to experience a variety of text and text forms
LANG-G1-RV-SCO28participate in opportunities to share favourite texts with peers
LANG-G1-RV-SCO29re-read, retell and act out selections of familiar stories, poems, and nonfiction texts
LANG-G1-RV-SCO30Select and engage critically, with a range of texts for personal growth
LANG-G1-RV-SCO31select, with teacher assistance, texts appropriate to their interests and reading progress
LANG-G1-RV-SCO32select just right texts with assistance and beginning independence
LANG-G1-RV-SCO33use illustrations in a text to describe and interpret characters, setting, and events
LANG-G1-RV-SCO34use nonfiction instructions and text features to create models or artistic representations
LANG-G1-RV-SCO35formulate questions as well as understandings of digital fiction and nonfiction text,
LANG-G1-RV-SCO36develop an understanding and respect for diversity in text.
LANG-G1-RV-SCO40Use a variety of comprehension strategies to create meaning in poetry, fiction, and nonfiction texts during Independent Reading: • combine text information with background
• knowledge and experiences
• create visualisations
• predict what will happen
• make inferences by drawing on their own experiences and clues in the text
• ask and answer questions about representations of character, setting and content
• identify basic character traits from text and visual contextual clues and critical reflection,
• make connections between texts, noticing similarities in characters, events, illustrations, and language,
• identify details from text and images
• identify main idea
LANG-G1-RV-SCO41demonstrate understanding through various responses to text: • artistic representations (visual arts, dance, etc.)
• discussions
• graphic organisers
• oral and written responses to questions
LANG-G1-RV-SCO42Continue to make connections between Home Language vocabulary and Standard English vocabulary to the language of the story, poem, song, or visual representations,
LANG-G1-RV-SCO43Apply known oral vocabulary within familiar language patterns to make meaning from text,
LANG-G1-RV-SCO44Continue to develop use of context clues to solve unknown vocabulary,
LANG-G1-RV-SCO45Begin to automatically read and understand sight and some highfrequency words and words of personal interests or significance in a variety of reading contexts
LANG-G1-RV-SCO46Demonstrate understanding (not definitions) and application of synonyms, antonyms, and homophones
LANG-G1-RV-SCO47Begin to understand how Emergent/Early level prefixes and suffixes change the meaning of words.
LANG-G1-RV-SCO48Expand vocabulary by noticing and using frequently occurring root words to read inflectional forms (e.g., look, looks, looked, looking)
LANG-G1-RV-SCO49Develop visualisation strategies to connect words, and phrases of Home Language and Standard English text to meaningful mental images
LANG-G1-RV-SCO50Demonstrate understanding of how word order in fiction and nonfiction text impacts meaning,
LANG-G1-RV-SCO51Begin to apply punctuation(full stop, question mark, exclamation mark) and bold print to guide intonation and expression, change the tone, and for emphasis, etc.
LANG-G1-RV-SCO52Apply automatic knowledge of known sight words within sentences to develop phrasing, fluency, and expression
LANG-G1-RV-SCO53 Continue to recognise and meaningfully apply Emergent/Early stage knowledge of letter patterns to decode unfamiliar words. • initial and some final and medial consonants
• Emergent/Early-stage blends
• Emergent/Early-stage digraphs
• Emergent/Early-stage consonant vowel letters
LANG-G1-RV-SCO54Apply knowledge of word order, illustrations, text content and initial, final and some medial letter sounds to identify unknown words,
LANG-G1-RV-SCO55Begin to monitor for errors by cross checking phonics, meaning, and structure clues.
LANG-G1-RV-SCO58Develop an understanding of text features such as bold print and font size adds to an author’s style.
LANG-G1-RV-SCO59Ask questions of author’s purpose for writing: - Who is the author writing for? - How does the author want you to feel? What does the author want you to know or think about?
LANG-G1-RV-SCO60Continue to develop understanding and purpose of fiction, nonfiction, and poetry genres as represented by Emergent and Early Stage: Pictures ,Poems ,Stories ,Fantasy stories, Informational texts
LANG-G1-RV-SCO61Apply some text features to locate and predict information in text: title, table of contents, illustrations, labels on diagrams, back blurb, numbered steps
LANG-G1-RV-SCO62Read and follow simple written and/or illustrated instructions
LANG-G1-RV-SCO63Use text features to support individual and/or small group research on topic of interest
LANG-G1-RV-SCO64Search for answers to questions on digital sites
LANG-G1-RV-SCO65Discuss interesting words that evoke emotions
LANG-G1-RV-SCO66Create a personal word bank
LANG-G1-RV-SCO67Develop an understanding that words may have similar meanings
LANG-G1-RV-SCO68Continue to develop an understanding of how written word order impacts meaning.
LANG-G1-RV-SCO69Compare texts by same illustrator for similarities in mood (happy, funny, exciting, etc.)
LANG-G1-RV-SCO70Explore how emoticons, symbols, and shapes are used to convey or enhance meaning
