English Program – Lisa McCallum

Year 1 2010 Term 1

Foundation Statement
Talking and Listening ■ Reading ■ Writing
Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of
purposes.
They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They
listen to instructions
and share ideas with peers to complete tasks. Students recognise that spoken language has a range of
purposes and
audiences and use this knowledge when attempting to communicate effectively with others. They investigate
the different
types and organisational patterns of common spoken texts and recognise features within them.
Students read and view short literary and factual texts, using an increasing variety of skills and strategies
including context,
grammar, word usage and phonics to make connections between their own experiences and information in
texts. Students
read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies.
They explore
and identify ways texts differ according to purpose, audience and subject and understand that people
produce texts.
Students recognise the basic structure and grammatical features of a limited range of text types.
Students write simple literary and factual texts on familiar topics for known readers by planning and
reviewing their writing.
They write using basic grammatical features and conventions of punctuation, showing awareness of different
purposes,
audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence
and other
strategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer
technology to
produce texts, recognising simple conventions, language and functions.

Organisation
Text Types
In Year One, a variety of text types will be covered during the year. Each term, one or two specific text types will be taught in detail as a
focus. Other text types will be treated incidentally as they occur in the classroom.
Text type writing occurs three times a week in the English block. During this time, the structure of the focus text type is thoroughly
explored through a variety of modelled texts. During Term One the focus is Factual Description.

Literature Focus
Literature focus activities occur twice a week and are organised into the following categories: - whole class activities, small group and
individual activities. The learning activities incorporate the skills of comprehension, grammar, text type writing and information,
sequencing and designing activities.
The focus texts chosen for this term include:
• Exhausted by Stephen Gard
• I Love Boats by Flora McDonnell
• Bear on a Bike by Stella Blackstone
• Minton goes home by Anna Fienberg & Kim Gamble
Activities related to each book will be integrated with the Transport/Push/Pull theme throughout the term. The books will be used for 2
weeks in each class based on a rotational system.

Guided & Independent Reading

Guided reading will be occurring in Year One on a daily basis. The children have been grouped according to reading levels and will
participate in guided reading sessions with a teacher. A menu board/ learning centre activity base will run which will provide
opportunities for the children to participate in reading, writing, oral language and handwriting games and activities.
Year One will also participate in a daily individual reading session allowing for quiet reading.
Home Reading and Spelling
The children will participate in a home reading program. Children will choose a new book to read to their parents each night based on
their reading level. The children will also have a weekly spelling list which they are to complete each night. A spelling test will be
administered each Friday to test their knowledge.

Talk Time
Students participate in Talk time once a week. Each child has been allocated one day in which they can talk to the class on a specified
topic. Students are questioned after each child to ensure listening and comprehension.

Outcomes and Indicators

Values and Atttitudes

V1 Enjoys creating a range of spoken and written texts
V2 Enjoys experiencing and responding to a range of spoken and written texts
V3 Experiments with different aspects of spoken and written language
V4 Shows confidence in using language in a variety of contexts
V5 Shows independence in using and learning language
V6 Chooses to reflect on and share experiences of texts
V7 Uses language to support and encourage others
V8 Understands how language is used to include and exclude others

Talking and Listening

TS1.1 Communicates with an
increasing range of people for a
variety of purposes on both familiar
and introduced topics in spontaneous
and structured classroom activities
TS1.2 Interacts in more extended
ways with less teacher intervention,
makes increasingly confident oral
presentations and generally listens
attentively
TS1.3 Recognises a range of
• Asks questions to seek clarification
• Gives a simple description of familiar people, places, things
• Listens to a range of different picture books read aloud, in different language
varieties
• Gives personal recounts about familiar events
• Provides a brief retelling of a familiar story
• Recounts real or imagined events in logical sequence
• Listens to and follows a brief set of instructions
• Listens for information from a variety of sources
• Listens for and responds to information from a news event or classroom event
• Gives a brief, simple oral factual description on familiar topics
• Uses a comment or a question to expand on an idea in a discussion
• Expresses a point of view about texts read, heard or viewed
• Participates in a class discussion about school rules
• Engages in group discussion to solve a problem
• Is aware of how gesture and facial expression may show interest or lack of
interest on the part of the listener in some cultures
• As a listener, usually maintains eye contact, if culturally appropriate, with
speaker
• Follows instructions on how to complete an activity
• Rephrases statements to increase their clarity
• Expresses personal point of view and listens to the point of views of others
• Listens and contributes frequently to small group interaction
• Listens and contributes to class discussions on various topics
• Uses turn taking, questioning and other behaviours related to class discussions
• Experiments with varying voice, tone, volume and pace to indicate emotions
• Speaks clearly and conveys meaning to peers
• With prompting, varies rate and level of speech to aid listeners’ understanding
• Talks to whole class using a prop to guide talk
• As a speaker, makes eye contact with audience
• Talks about the structure or some text types eg factual description
purposes and audiences for spoken
language and considers how own
talking and listening are adjusted in
different situations
TS1.4 Recognises that different
types of predictable spoken texts
have different organisational patterns
and features
Years 1 and 2
Reading
RS1.5 Reads a wider range of texts
on less familiar topics with
increasing independence and
understanding, making connections
between own knowledge and
experience and information on texts
RS1.6 Draws on an increasing range
of skills and strategies when reading
and comprehending texts
RS1.7 Understands that texts are
constructed by people and identifies
ways in which texts differ according
to their purpose, audience and
subject matter
RS1.8 Identifies the text structure
and basic grammatical features of a
limited range of text types
• Differentiates between playground language and classroom language
• Talks about using describing words (adjectives) in descriptions
• Selects own books or software to read from class, school or personal library
• Interprets story illustrations and simple diagrams
• Draws on own knowledge to interpret characters and events in literary texts
related to personal experiences
• Participates in class/group brainstorming activities to cluster and categorise
ideas and facts following the reading of texts
• Uses a number of sources for information, including pictures, posters, CDroms,
signs, labels, books
• Makes connection between own knowledge and experience and information in
texts
• Reads a variety of literary and factual texts
• Reads independently for longer periods of time
• Reads descriptions on familiar people, places and animals
• Finds specific information in factual texts including CDroms
• Assesses role of visual images accompanying written text
• Begins to read texts about less familiar topics
• Predicts what a text is about from its cover and title
• Attempts to self-correct when meaning is disrupted while reading eg pauses or
repeats words or phrases to maintain meaning or attends closely to print
• Maintains continuity in understanding when meaning is disrupted
• Uses a variety of sources for information including software, pictures, posters,
signs, labels, books
• Identifies a sentence in printed texts
• Identifies words in texts which have similar meaning
• Identifies words that indicate where, why, when and how actions take place
• Identifies conjunction in printed texts
• Responds to punctuation when reading aloud
• Draws on knowledge of sound-letter relationships when trying to read
unknown words
• Locates information from a variety of texts
• Describes the purpose of organisational stages in familiar texts
• Identifies the different parts of a publication and talks about their use eg title
page, contents, glossary, index, menu
• Indicates some of the differences between text types
• Talks about the topic of a text based on its title and illustrations
• Selects texts related to a topic
• Predicts from the cover whether they will enjoy the text or find it useful
• Begins to recognise how texts are created for different audiences
• Retells ideas from a factual text for beginning readers
• Recognises an factual description and can discuss how the information is
organised into sections/paragraphs
• Identifies repeated words or synonyms and antonyms as ways in which topics
are developed in information texts

Writing
WS1.9 Plans, reviews and produces
a small range of simple literary and
factual texts for a variety of purposes
on familiar topics for known readers
WS1.10 Produces texts using the
basic grammatical features and
punctuation conventions of the text
type
WS1.11 Uses knowledge of sight
words and letter-sound
correspondences and a variety of
strategies to spell familiar words
WS1.12 Produces texts using letters
of consistent size and slope in NSW
foundation style and using computer
technology
• Identifies conjunctions eg and, but, so and understands that they join clauses in
sentences
• Identifies adverbial phrases that tells us more about the action in terms of
where, when, why, how, and discusses the effect of this use in texts
• Identifies adjectives and understands that their function is to describe (in terms
of size, shape, colour, and other qualities)
• Identifies and names commas, quotations marks, questions marks and
exclamation marks
• Understands and uses words such as ‘literary texts’, ‘factual text’, ‘poem’,
‘illustration’, ‘diagram’
• Uses appropriate technology to discuss computer texts eg space, full stop,
letter, upper and lower case, bold, italics
• Reads own writing aloud and makes some corrections to clarify meaning
• Writes short recounts of personal experience
• Write elementary descriptive factual descriptions
• Writes notes from texts
• Contributes to joint construction of texts
• Uses word processors to create texts
• Reads own writing to the teacher or a peer
• Reads own writing to a variety of audiences and responds to questions seeking
elaboration and clarification
• Chooses appropriate words to label things such as drawings and objects
• Uses heading to indicate the topic of text
• Uses adjectives to provide more information about nouns
• Uses different types of verbs in own writing
• Uses relating verbs to describe and classify factual descriptions
• Uses most common punctuation marks
• Uses capital letters at the beginning of sentences
• Uses full stops at the end of sentences
• Experiments with other punctuation marks eg commas, quotation marks,
question marks
• Segments word into individual sounds and forms letter that related to the sound
• Isolates and writes the initial, medial and final sound of a word
• Exchanges one letter in a written word with a different letter to make a new
word
• Builds word families
• Writes using blends, letter combinations and long vowel sounds
• Write letters for double consonants
• Writes letters for double vowels
• Draws on knowledge of sight words and high frequency words when writing a
text
• Draws on knowledge of common letter patterns and letter-sound
correspondences when writing a text
• Reads own writing aloud and make some connections to clarify meaning
• Uses correct pencil grip and maintains correct body position
• Forms most letters of the alphabet correctly and appropriately
• Tries to write clearly in straight lines, from left to right, suing letters of uniform
size, shape, slope and spacing
• Uses lower and upper case letters of consistent size and formation in NSW
foundation style
• Uses finger movements to control the pencil while sliding forearm across the
page
• Experiments with computer functions
• Uses functions when editing

WS1.13 Identifies how own texts
differ according to their purpose,
audience and subject matter
WS1.14 Identifies the structure of
own literary and factual texts and
names a limited range of related
grammatical features and
conventions of written language
• Uses computer terminology eg save, delete, open, exit, print, menu, save as
• Discusses some of the different purposes of visual texts such as charts, maps,
diagrams, illustrations
• Discusses how familiar examples of writing give information in different ways
• States the purpose and intended reader before writing
• Selects and refines topic before writing
• Recognises organisational structure of factual texts
• Talks about synonyms and antonyms in a range of texts
• Talks about how adjectives describe nouns, how adverbs tell us more about the
verb
• Identifies key words in own and others’ texts
• Talks about punctuation needed for own writing
• Begins to recognise when the spelling of a word appears inaccurate

Literature Focus
Literature focus activities occur three times a week and are organised into the following categories: - whole class activities,
small group and individual activities. The learning activities incorporate the skills of comprehension, grammar, text type
writing and information, sequencing and designing activities.
The focus texts chosen for this term include:
• Exhausted by Stephen Gard
• I Love Boats by Flora McDonnell
• Bear on a Bike by Stella Blackstone
• Minton goes home by Anna Fienberg & Kim Gamble
Activities related to each book will be integrated with the Transport/Push/Pull theme throughout the term. The books will be
used for 1/2 week/s in each class based on a rotational system.

Class Weeks 1 and 2 Weeks 3 and 4 Weeks 5 and 6 Weeks 7 and 8 Weeks 9 and 10
Minton goes
1S
Home
1G
1R

I Love Boats by Flora McDonnell

1. Story prediction, shared reading and oral cloze: Cover name of each boat.
Discuss
what it could be by reading the description. Reveal name and read each page together.

2. Written cloze: Fill in the names of each boat from the story.

3. Text match: Match the name of each boat to the correct description.

4. Identifying verbs: Discuss the term ‘verb’ and explain they are words that tell us an action or what
something is doing. Find the verbs in the story together and list. Dramatise each verb together (eg. Scooping,
loading, floating). Students read text on sheet and draw the action each boat is doing.

5. Alphabetical order: Practice saying alphabet aloud together. As a class put the names of the boats in
alphabetical order. Students then order the words in their book.

6. Text innovation: Create a class big book about another form of transport eg. I love cars. In pairs students
choose a form of transport, write text and illustrate the page. Read together.

7. Wordfind: Circle the words from the story.

 8. Guessing game: In pairs, children take turns at describing various boats while their partner guesses the
name of the boat.

9. How to make a boat: Discuss the ‘Procedure’ text type including its purpose and structure. Children to
follow the ‘How to make a toy boat’ procedure to make their boat.

10. Does it float or sink?: Children undertake an experiment to see if the toy boat they made floats or sinks in
water. Children to write about the results.

Exhausted by Stephen Gard

1. Story prediction and shared reading

2. Why do we use cars?: As a class, list the different uses for the Rush family car. Add some uses the children have for their
own family car. Children to write sentences about their family car (e.g. The _______ Family uses their car to…)

3. Rhyming words: Identify rhyming words in the text and list. Brainstorm additional words that rhyme and add to list.
Children complete the rhyming words worksheet

4. Transport poem: Teacher to model writing a poem about a form of transport. Children are to use the rhyme word-bank
from the previous lesson to write a poem about any means of transport they choose.

5. Word meanings: Explain the use of a dictionary. Re-read text and identify unfamiliar words. Locate meaning of words in
dictionary and record.

6. Labelling: As a class, identify and label parts of a car and describe their function. Children to complete labelling
worksheet then choose three parts and write a sentence for each to describe its function.

7. Comprehension: Children to complete comprehension worksheet. Children to think of 3 questions they can ask about the
story. Play ‘comprehension challenge’ where children must ask the class one of their comprehension questions. The person
with the correct answer has the next turn.

8. Speech marks: Examine the use of speech marks. Identify what each character says in the text. Role-play spoken texts as
characters. Read the text and place speech marks in correct place.

9. Transport match-up: Identify and list various forms of transport. Discuss where each is normally located for travel.
Match each form of transport to its boarding place and record name of each. (eg. ‘Take a _________at the bus stop.’ )

Bear on a Bike by Stella Blackstone

1. Story prediction: Discuss the title and cover page. Children to share a few story
predictions as a class and then write own predictions and reasons for prediction.

2. Shared reading and matching activity: Children to match the name of each type of
transport to the destination it travelled to. (Extension: children to choose two types of
transport to describe)

3. Rhyming words: While teacher reads through the book, children to identify rhyming
words from the book. Teacher to write word-bank of rhyming words from the book.
 Teacher to model writing a rhyming stanza for a new place you might visit. Children to attempt writing own rhyming
stanza.

4. Text innovation: Children to create new places for Bear to visit as well as different forms of transport used to arrive.
Share examples as a class then children to write own ideas in books.

5. Creation of ‘Bear book’: Children to draw the places Bear visited, including the type of transport used, to create their
own ‘Bear Book’.

6. Creation of ‘Bear Book’: Children to add sentences to match pictures for their ‘Bear Book’.

7. Sound-scape: In groups, children are to create a sound-scape to match the story. Children can use instruments or the 2-
create music program when choosing sounds to match the transport and destinations in the book. Each group is to present
the sound-scape to the class.

8. Role-play: In groups, children are to prepare a role-play based on the book, adding in characters they might find at each
destination.

Minton goes Home by Anna Fienberg & Kim Gamble

1. Story prediction: Discuss the title and cover page. Children to share a few story predictions as a class and then
write own predictions and reasons for prediction.

2. View from a hot-air balloon: Using the illustrations in the book and the children’s imagination, discuss the different
landscapes and places that Minton and Turtle may see on their way home. Children to choose one or more place they may see
from the hot-air balloon and create a painting depicting the place. Encourage children to include as much detail as possible in
their painting and a sentence describing their landscape.

3. Letter to Hector: Write a letter from Minton to Hector describing their adventures on their way home.

4. ‘We’re going on a journey’: Children are to imagine that Minton and Turtle’s balloon has blown off-course and they must try
and rescue them. Children are to describe what sort of transport they will use to find them, what they will pack for their
journey and how they will get back home.

5. Let’s make a hot-air balloon: Children to make their own hot-air balloon and write a procedure describing how they made it.

6. How does it work?: Using books & websites children to learn about how a hot-air balloon operates. In groups, children are to
describe the basics of how a hot-air balloon operates.

Minton Goes Sailing by Anna Fienberg and Kim Gamble

Story Prediction: Discuss the title and cover page. Children to sare a few story predictions as a class and then write own predictions and
reasons for predictions.

1. Letter to Mummy Turtle – Ss pretend that they are Turtle, Minton’s best friend. Write a letter to their mummy turtle explaining
their adventure and what the new island is like.

2. Story sequencing – draw and label 6 boxes outlining the story in sequence.

3. Cloze activity – place words into the cloze activity to form a summary of the book Minton Goes Sailing.
Reading Groups

Students will work on a rotational basis during reading groups. Each day the Ss will complete a set activity. For
those that finish activity early, extra literacy activities will be set up around room for children to participate in.
Students will drawn out the activity for 10/15 mins to participate in a guided reading and guided writing session.
Activities listed below:

Activities work on rotational basis 5 days

Handwriting Book Activity Reading/Writing SMART Creative

Speller/Com Writing
puters
next page of independent Guided/Independent Spelling word families Stimulus picture
Handwriting text activity based on reading/writing on SMART Speller – related to transport
Literature Book of Lists created for given to Ss to write
the fortnight children. about

Extra activities

Sight Word Play Art and Craft Free Reading Listening Post
Ss make sight words Create and make a Ss free choice of Ss listen to pre
using foam letters type of transport books and read recorded story
and record on related to literature around room books.
whiteboard. Place in text for that fortnight
sentences
Spelling
Sight words/Blends will be sent home as part of a homework spelling list and taught in class. Below is the list of
blends and in which week they will be taught.

Week 1 Pre- Assessment: Initial sight words test

Week 2 Sc

Week 3 Sl

Week 4 Tw

Week 5 Fl

Week 6 Pr

Week 7 Br

Week 8 -nd

Week 9 -nt

Week 10 -mp
ESL Text Types

Factual Description

SMART Notebook created for ESL Text type Factual Description with resource sheets attached and website links. This will be altered by each class
teacher to suit their groups learning needs.

Language Features Language Features

Language of Description: precise and factual
language, complex noun groups, adverbs and
adverbial phrases, relating verbs
Language Features
Language of Comparison/Contrast: similarity or
Language of Generalisation: general rather
dissimilarity of things, extreme differences between
than particular statements
things

Language Structures Language Structures Language Structures

 short tentacles
 large foot
 hard shell  is the same as/not
 soft body  use their bristles the same as  insects
 short legs  eat their way  is like  is the biggest/largest  all
 always
 webbed toes through  are like  are the biggest/largest  some
 all of them
 small nostrils  lift themselves off  are alike  is the size of  most
 belong to
 little eyes the ground  Both ___ and ___  a little bit longer than  usually they all have
 long tail  use their jaw to have  not as long as  many
carry things are different
 They are
 small body   one is ___ and the  mainly
 They can
 sharp teeth  defend their  are not the same other is _____  nearly all
colony  _____are/can/have
 sharp claws  are different from  ___ and___ have/are  only a few
 six legs  move quickly  is different from
 two antennas 
 three body parts
 large body
Week 2

Session 1
• Pre Test – Factual description on cars

Session 2
• T introduces the text type of Factual Description. T asks Ss how and why we might use this text type and discusses its purpose.
• In pairs, Ss choose an object from the classroom to describe to their partner who must guess what they are describing.
• T reads Ss a factual description on cars.
• Ss are directed to a discussion around the structure of the text and language features included in factual descriptions.
• T and Ss jointly deconstruct ‘Cars’ factual description, labelling the structure and language features found.

Week 3

Session 3
• Revise why we write factual descriptions and the structure of a description.
• As a class construct an Introduction to a Factual Description on a chosen piece of Transport.
• Ss complete cloze activity of an introduction

Session 4

Ss independently write their own introduction to Cars.

Week 4

Session 5
• T introduces the first language feature – nouns, naming words
• As a class play ‘Find the noun’. On SMART board sort words into groups of nouns and not a noun.
• Play Name it online http://classroom.jc-schools.net/la/activities/Name-It_files/frame.htm
• T re-reads ‘Cars’ factual description. Highlight on SMART board nouns found in cars factual description. SS receive a copy of the description
and highlight the nouns in their work.
• Label the car with nouns – eg head lights, mirror, tyres, door.
• Discuss with the Ss the technical vocabulary that arises in the description. Create a word bank of these technical words.
Session 6

• Ss are introduced to adjectives – describing words.

• Complete ‘The adjective detective’ as a class.
http://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/adjectives.asp
• Ss are told there are many ways of describing things including number, size, shape, colour etc
• As a class, revise over the cars factual description and highlight on the SMART Board adjectives that can be found. Ss then work with a partner
to develop their labelled diagram from previous session. Children develop labels and change them to describe number, size, shape, colour etc. eg
two headlights, four round rubber wheels.
• Change labels on the outside of car to include adjectives.

Week 5

Session 7
• Using knowledge of how to improve a noun, Ss label the inside of the car and improve the noun by adding an adjective before. Ss then form
paragraphs explaining the part of the car.
• Ss are asked to think about the similarities & differences between a car and a bicycle.
• Ss find a partner and tell them as many similarities and differences between the two. Children share with the class.
• T to create a word-bank for Comparison/Contrast words and phrases.
• Ss to choose their own means of transport to compare with a car and write some sentences using a range of Comparison/Contrast words.

Session 8
• T to revise structure of Factual Description with children.
• Ss to find a partner and verbally share their introduction, first with their partner and then with the class.
• T and Ss to begin joint construction of the descriptive information on cars using the past session’s sentences and word-banks as a stimulus,
continuing on from their introduction previously written
• Then joint construction of descriptive information

Week 6

Session 9
• Discuss the use of verbs with Ss in factual descriptions. Play find the verb game.
• T discusses with children how these Verbs can be made even more interesting by the inclusion of words that tell us How, When, Where & Why
things are happening. Sometimes it might be just one word (Adverb) & sometimes it might be a group of words (Adverbial Phrase).
 • T uses some of the last session’s sentences to model the improvement of the sentence by the inclusion of these (e.g. ‘The cars were very noisy
and slow’; ‘The headlights are at the front of the car’)
• Ss work with a partner to select a sentence each from the display to improve by the inclusion of Adverbs/Phrases to be shared with the class.
• Ss create and write sentences that will include an Adjective & an Adverb/Phrase.
• Revise as a class the jointly constructed descriptive information from the previous session.
• Continue if necessary joint construction of Factual Description.
• In groups, Ss are given a section of a car with which to create well structured, interesting sentences. (e.g. Tyres: Most cars have four thick, strong
black tyres that help the car move and brake. The tyres are located under the body of the car)
• Each group is to share their sentences with the class to be added to the Factual Description. Re-read jointly constructed Factual Description as a
class.
• Ss are to write some sentences about their section of the car, trying to include the language features learnt throughout the study of the text type.

Session 10
• Ss independently construct their descriptive information.

Week 7

Session 11
• Present the class with a copy of the jointly constructed Factual Description with grammatical and spelling mistakes.
• As a class, edit the work together using editing symbols and explaining what the symbols mean.
• Give the Ss their own sheet to edit using the symbols and conventions taught during the lesson. Once edited, ask Ss to locate nouns, adjectives
and verbs.

Session 12
• Ss will independently write a Factual Description on Cars using the displayed environmental print. (Assessment)
• Ss edit own work and then Teacher to check and Ss publish.
• Some may include a comparison with another means of transport in their Factual Description.

Week 8

Session 13
• T reads through findings and definitions of various types of transport and revise the forces that make them move.
• T holds up toy vehicles and ask children to describe how each one moves.
• In pairs Ss discuss different means of transport and how they move. Ss then choose a transport toy to investigate the different ways it can move.
Can it be pushed or pulled, do the wheels go around? Share findings with their partners.
• After their investigations Ss write a description of their favourite means of transport and how it moves.
Session 14
• Ss continue writing a factual description on their favourite means of transport and how it moves.
• Ss read and share their descriptions with the class.
• On cardboard T records children’s thoughts on various descriptions shared. (Focus is describing words and forces used by various vehicles.)

Week 9

Session 15 and 16
• Ss are given paper bags each with a different type of transport in which they select one to begin writing their introduction and descriptive
information on.
•

Week 10

Session 17 and 18
• Post test – Ss write factual description on chosen piece of transport.
Label the car

head lights mirror tyres door

boot aerial bonnet windscreen

Label the car

head lights mirror tyres door

boot aerial bonnet windscreen

Label the car

head lights mirror tyres door

boot aerial bonnet windscreen
Label me…
Label the inside of the car

steering wheel seat belt horn

accelerator and
gear stick window
brake

Label the inside of the car

steering wheel seat belt horn

accelerator and
gear stick window
brake
Label me…
Factual Description – Term 1 Pre Test
Text Structure and features Language Features Sentence Structure Level of Teacher/
assistance Date

wasSubject/verb agreement eg are, is, were,

Timeless Present Tense eg has
ContrastLanguage of Comparison/
Language of Description

Independently completed
Technical Language
Introduction of the subject

Complex Sentences

Minimal assistance
Descriptive information about

Teacher Directed
Capital letters

Paragraphs
Full stops

Commas
the subject

1 2 3 4 5
The student has an The student has a basic The student has a sound The student has a thorough The student has an extensive
elementary knowledge and knowledge and understanding knowledge and understanding knowledge and understanding knowledge and understanding
understanding in few areas of in few areas of the content of the main areas of the of the content and is able to of the content and can readily
the content content apply this knowledge to most apply this knowledge
situations
The student has achieved very The student has achieved a The student has achieved an The student has a high level of The student has achieved a
limited competence in some of limited competence in the adequate level of competence competence in the processes very high level of competence
the processes and skills processes and skills in the processes and skills and skills and applies these in the processes and skills and
skills to most situations can apply these skills to new
situations

Factual Description – Term 1 Pre Test

Text Structure and features Language Features Sentence Structure Level of Teacher/
assistance Date
wasSubject/verb agreement eg are, is, were,
Timeless Present Tense eg has
ContrastLanguage of Comparison/
Language of Description

Independently completed
Technical Language
Introduction of the subject

Complex Sentences

Minimal assistance
Descriptive information about

Teacher Directed
Capital letters

Paragraphs
Full stops

Commas
the subject

1 2 3 4 5
The student has an The student has a basic The student has a sound The student has a thorough The student has an extensive
elementary knowledge and knowledge and understanding knowledge and understanding knowledge and understanding knowledge and understanding
understanding in few areas of in few areas of the content of the main areas of the of the content and is able to of the content and can readily
the content content apply this knowledge to most apply this knowledge
situations
The student has achieved very The student has achieved a The student has achieved an The student has a high level of The student has achieved a
limited competence in some of limited competence in the adequate level of competence competence in the processes very high level of competence
the processes and skills processes and skills in the processes and skills and skills and applies these in the processes and skills and
skills to most situations can apply these skills to new
situations
Factual Description – Term 1 Pre Test
Text Structure and features Language Features Sentence Structure Level of Teacher/
assistance Date

wasSubject/verb agreement eg are, is, were,

Timeless Present Tense eg has
ContrastLanguage of Comparison/
Language of Description

Independently completed
Technical Language
Introduction of the subject

Complex Sentences

Minimal assistance
Descriptive information about

Teacher Directed
Capital letters

Paragraphs
Full stops

Commas
the subject

1 2 3 4 5
The student has an The student has a basic The student has a sound The student has a thorough The student has an extensive
elementary knowledge and knowledge and understanding knowledge and understanding knowledge and understanding knowledge and understanding
understanding in few areas of in few areas of the content of the main areas of the of the content and is able to of the content and can readily
the content content apply this knowledge to most apply this knowledge
situations
The student has achieved very The student has achieved a The student has achieved an The student has a high level of The student has achieved a
limited competence in some of limited competence in the adequate level of competence competence in the processes very high level of competence
the processes and skills processes and skills in the processes and skills and skills and applies these in the processes and skills and
skills to most situations can apply these skills to new
situations