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Skills available for Australia foundation English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Australian Curriculum, version 9.0 Australian Curriculum, version 9.0
Australian Curriculum, version 8.4: Language Australian Curriculum, version 8.4: Language

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ACELA Language

Language variation and change
- ACELA1426 Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community
  - ACELA1426.a learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  - ACELA1426.b recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages
Language for interaction
- ACELA1428 Explore how language is used differently at home and school depending on the relationships between people
  - ACELA1428.a learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers
  - ACELA1428.b learning that we use a different tone and style of language with different people
  - ACELA1428.c learning to ask relevant questions and to express requests and opinions in ways that suit different contexts
- ACELA1429 Understand that language can be used to explore ways of expressing needs, likes and dislikes
  - ACELA1429.a recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
    - Which feeling matches the picture? (F-V.1)
  - ACELA1429.b recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations
Text structure and organisation
- ACELA1430 Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes
  - ACELA1430.a sharing experiences of different texts and discussing some differences
  - ACELA1430.b discussing the purpose of texts, for example 'This text will tell a story', 'This text will give information'
  - ACELA1430.c repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases
- ACELA1431 Understand that some language in written texts is unlike everyday spoken language
  - ACELA1431.a learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present
- ACELA1432 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
  - ACELA1432.a pointing to the letters and the punctuation in a text
  - ACELA1432.b 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 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
  - ACELA1433.a learning about print: direction of print and return sweep, spaces between words
    - Choose the sentence that is spaced correctly (F-C.2)
    - Identify book parts and features (F-S.1)
  - ACELA1433.b learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
    - Identify book parts and features (F-S.1)
  - ACELA1433.c learning about front and back covers; title and author, layout and navigation of digital/screen texts
    - Identify book parts and features (F-S.1)
  - ACELA1433.d learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu
Expressing and developing ideas
- ACELA1435 Recognise that sentences are key units for expressing ideas
  - ACELA1435.a learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  - ACELA1435.b creating students' own written texts and reading aloud to the teacher and others
- ACELA1434 Recognise that texts are made up of words and groups of words that make meaning
  - ACELA1434.a exploring spoken, written and multimodal texts and identifying elements, for example words and images
    - Choose the sentence that is spaced correctly (F-C.2)
    - Find a word in a sentence (F-C.3)
- ACELA1786 Explore the different contribution of words and images to meaning in stories and informative texts
  - ACELA1786.a talking about how a 'different' story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined
  - ACELA1786.b exploring how the combination of print and images in texts creates meaning
    - What is the picture about? (F-U.1)
- ACELA1437 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
  - ACELA1437.a building vocabulary through multiple speaking and listening experiences
  - ACELA1437.b discussing new vocabulary found in texts
  - ACELA1437.c bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics
Phonics and word knowledge
- ACELA1439 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
  - ACELA1439.a recognising and producing rhyming words when listening to rhyming stories or rhymes, for example 'funny' and 'money'
  - ACELA1439.b identifying patterns of alliteration in spoken words, for example 'helpful Henry'
    - Which two words start with the same sound? (F-H.1)
    - Find the words that begin with a given sound (F-I.1)
  - ACELA1439.c identifying syllables in spoken words, for example clapping the rhythm of 'Mon-day', 'Ja-cob' or 'Si-en-na'
- ACELA1440 Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents
  - ACELA1440.a using familiar and common letters in handwritten and digital communications
  - ACELA1440.b identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'
- ACELA1438 Understand how to use knowledge of letters and sounds including onset and rime to spell words
  - ACELA1438.a recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds, for example 'p-op'
  - ACELA1438.b breaking words into onset and rime, noticing words that share the same pattern, for example 'p-at', 'b-at'
  - ACELA1438.c breaking words into onset and rime to learn how to spell words that share the same pattern, for example 'p-at', 'b-at', 't-all' and 'f-all'
  - ACELA1438.d building word families using onset and rime, for example 'h-ot', 'g-ot', 'n-ot', 'sh-ot'
- ACELA1817 Know how to read and write some high-frequency words and other familiar words
  - ACELA1817.a knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example 'and', 'my', 'is', 'the' and 'went'
  - ACELA1817.b knowing how to write students' own names and those of other familiar people
- ACELA1818 Understand that words are units of meaning and can be made of more than one meaningful part
  - ACELA1818.a learning that words are made up of meaningful parts, for example 'dogs' has two meaningful parts 'dog' and 's' meaning more than one
    - Choose the singular or plural noun that matches the picture (F-GG.2)
- ACELA1819 Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words
  - ACELA1819.a identifying and manipulating sounds (phonemes) in spoken words, for example 'c-a-n'
    - Identify the first, second and last sound in a word (F-G.3)
    - Put the sounds in order (F-G.4)
  - ACELA1819.b identifying onset and rime in one-syllable spoken words, for example 'd-og' and 'b-ig'
  - ACELA1819.c blending phonemes to form one-syllable spoken words, for example 's-u-n' is orally expressed as 'sun' and 'b-a-g' is orally expressed as 'bag'
- ACELA1820 Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
  - ACELA1820.a listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example 'kat' for 'cat'

Australia

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ACELA Language

Language variation and change

ACELA1426 Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

ACELA1426.a learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

ACELA1426.b recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Language for interaction

ACELA1428 Explore how language is used differently at home and school depending on the relationships between people

ACELA1428.a learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

ACELA1428.b learning that we use a different tone and style of language with different people

ACELA1428.c learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

ACELA1429 Understand that language can be used to explore ways of expressing needs, likes and dislikes

ACELA1429.a recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

ACELA1429.b recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Text structure and organisation

ACELA1430 Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

ACELA1430.a sharing experiences of different texts and discussing some differences

ACELA1430.b discussing the purpose of texts, for example 'This text will tell a story', 'This text will give information'

ACELA1430.c repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

ACELA1431 Understand that some language in written texts is unlike everyday spoken language

ACELA1431.a learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

ACELA1432 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

ACELA1432.a pointing to the letters and the punctuation in a text

ACELA1432.b 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 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

ACELA1433.a learning about print: direction of print and return sweep, spaces between words

ACELA1433.b learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

ACELA1433.c learning about front and back covers; title and author, layout and navigation of digital/screen texts

ACELA1433.d learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Expressing and developing ideas

ACELA1435 Recognise that sentences are key units for expressing ideas

ACELA1435.a learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')

ACELA1435.b creating students' own written texts and reading aloud to the teacher and others

ACELA1434 Recognise that texts are made up of words and groups of words that make meaning

ACELA1434.a exploring spoken, written and multimodal texts and identifying elements, for example words and images

ACELA1786 Explore the different contribution of words and images to meaning in stories and informative texts

ACELA1786.a talking about how a 'different' story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

ACELA1786.b exploring how the combination of print and images in texts creates meaning

ACELA1437 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

ACELA1437.a building vocabulary through multiple speaking and listening experiences

ACELA1437.b discussing new vocabulary found in texts

ACELA1437.c bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

Phonics and word knowledge

ACELA1439 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words

ACELA1439.a recognising and producing rhyming words when listening to rhyming stories or rhymes, for example 'funny' and 'money'

ACELA1439.b identifying patterns of alliteration in spoken words, for example 'helpful Henry'

ACELA1439.c identifying syllables in spoken words, for example clapping the rhythm of 'Mon-day', 'Ja-cob' or 'Si-en-na'

ACELA1440 Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents

ACELA1440.a using familiar and common letters in handwritten and digital communications

ACELA1440.b identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

ACELA1438 Understand how to use knowledge of letters and sounds including onset and rime to spell words

ACELA1438.a recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds, for example 'p-op'

ACELA1438.b breaking words into onset and rime, noticing words that share the same pattern, for example 'p-at', 'b-at'

ACELA1438.c breaking words into onset and rime to learn how to spell words that share the same pattern, for example 'p-at', 'b-at', 't-all' and 'f-all'

ACELA1438.d building word families using onset and rime, for example 'h-ot', 'g-ot', 'n-ot', 'sh-ot'

ACELA1817 Know how to read and write some high-frequency words and other familiar words

ACELA1817.a knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example 'and', 'my', 'is', 'the' and 'went'

ACELA1817.b knowing how to write students' own names and those of other familiar people

ACELA1818 Understand that words are units of meaning and can be made of more than one meaningful part

ACELA1818.a learning that words are made up of meaningful parts, for example 'dogs' has two meaningful parts 'dog' and 's' meaning more than one

ACELA1819 Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words

ACELA1819.a identifying and manipulating sounds (phonemes) in spoken words, for example 'c-a-n'

ACELA1819.b identifying onset and rime in one-syllable spoken words, for example 'd-og' and 'b-ig'

ACELA1819.c blending phonemes to form one-syllable spoken words, for example 's-u-n' is orally expressed as 'sun' and 'b-a-g' is orally expressed as 'bag'

ACELA1820 Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

ACELA1820.a listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example 'kat' for 'cat'