Curriculum+Level+1+Learning+languages

Processes and strategies
Students will: • Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas. INDICATORS: – selects and reads texts for enjoyment and personal fulfilment; – has an awareness of the connections between oral, written, and visual language; – uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts; – associates sounds with letter clusters as well as with individual letters; – uses processing and some comprehension strategies with some confidence; – is developing the ability to think critically about texts; – begins to monitor, self-evaluate, and describe progress.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences
• Recognise that texts are shaped for different purposes and audiences. INDICATORS: – identifies the purposes of simple texts; – evaluates the usefulness of simple texts.

Ideas
• Recognise and identify ideas within and across texts. INDICATORS: – understands that personal experience can influence the meaning gained from texts; – makes meaning of texts by identifying ideas in some texts.

Language features
• Recognise and begin to understand how language features are used for effect within and across texts. INDICATORS: – begins to recognise that oral, written, and visual language features can be used for effect; – recognises a large bank of high-frequency and some topicspecific words; – shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols.

Structure
• Recognise and begin to understand text structures. INDICATORS: – understands that the order and organisation of words, sentences, and images contribute to text meaning; – recognises some text forms and some differences between them.

Processes and strategies
Students will: • Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas. INDICATORS: – has an awareness of the connections between oral, written, and visual language when creating text; – creates texts by using meaning, structure, visual and graphophonic sources of information, prior knowledge, and some processing strategies with some confidence; – seeks feedback and makes changes to texts; – is becoming refl ective about the production of own texts; – begins to monitor, self-evaluate, and describe progress.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences
• Recognise how to shape texts for a purpose and an audience. INDICATORS: – constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form; – expects the texts they create to be understood, responded to, and appreciated by others; – is developing and conveying personal voice where appropriate.

Ideas
• Form and express ideas on a range of topics. INDICATORS: – forms and expresses simple ideas and information, usually drawing from personal experience and knowledge; – begins to support ideas with some detail.

Language features
• Use language features, showing some recognition of their effects. INDICATORS: – uses some oral, written, and visual language features to create meaning and effect; – uses a range of high-frequency, topic-specific, and personal content words to create meaning; – spells some high-frequency words correctly and begins to use some common spelling patterns; – begins to use some strategies to self-correct and monitor spelling; – writes most letters and number forms legibly when creating texts; – begins to gain control of text conventions, such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.

Structure
• Organise texts, using simple structures. INDICATORS: – uses knowledge of word and sentence order to communicate meaning in simple texts; – begins to sequence ideas and information; – uses simple sentences with some variation in beginnings; – may attempt compound and complex sentences.