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• VCELA201

  Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

  Elaborations

  • extending students’ vocabularies for the expression of feelings and emotions
  • considering how others might respond before expressing their views, and how students might respond to others’ views in civil and constructive ways

  VCELA201 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA004

  Respond to words and groups of words and objects in texts and in the environment

  Elaborations

  • encountering words, images and written texts within their environment
  • reacting to texts in various modes within the environment
  • reacting to key words and familiar images

  VCELA004 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA147

  Blend sounds associated with letters when reading consonant-vowel-consonant words

  Elaborations

  • blending together common sounds for consonants and vowels to read short words with consonant-vowel-consonant patterns, for example, c-a-t, p-e-g

  VCELA147 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA203

  Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables

  Elaborations

  • clapping the syllables in words and identifying the separate consonant sounds in blends or clusters in each syllable, for example in 'frost' and 'play-ing'

  VCELA203 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA169

  Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound)

  Elaborations

  • putting together and pulling apart onset and rime sounds (phonemes) in spoken words with one syllable, for example st-op, b-ack and in spoken words with consonant-vowel-consonant patterns, for example d-o-g, c-u-p

  VCELA169 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA227

  Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds

  Elaborations

  • writing sight words (because, said) and other words that cannot be sounded out phonetically (bird, phone) by drawing on knowledge of letter patterns, word shape and possible sequencing of letters in English (for example, jam is possible but not jxm)

  VCELA227 | Curriculum content | English | Level 2 | Writing | Language

• VCELA238

  Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution

  Elaborations

  • separating and blending more difficult sounds when saying words, for example 'squint' and 'watch'
  • generating new words by deleting one phoneme and replacing it with another, for example substituting 'b' in 'back' with 's' to make 'sack'

  VCELA238 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA249

  Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters

  Elaborations

  • using strategies such as sounding out, chunking and blending of uncommon consonant and vowel clusters to problem solve words, for example 'machine' and 'spoil', in shared or guided reading

  VCELA249 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA294

  Understand how to use phonic generalisations to identify and write words with more complex letter combinations

  Elaborations

  • using knowledge of complex spelling patterns to read and write words, for example 'bought'

  VCELA294 | Curriculum content | English | Level 4 | Writing | Language

• VCELA184

  Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  Elaborations

  • using strategies such as look-say-cover-write-check to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was'

  VCELA184 | Curriculum content | English | Level 1 | Writing | Language

• VCELA353

  Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words

  Elaborations

  • spelling increasingly complex words using understanding of common letter patterns, for example 'pneumonia'

  VCELA353 | Curriculum content | English | Level 6 | Writing | Language

• VCELA007

  React to preferred sounds

  Elaborations

  • encountering words, objects, images and sounds being used and linked
  • attempting to make sounds and noises to gain attention and develop interactions

  VCELA007 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA029

  Encounter words being isolated into onset and rime

  Elaborations

  • reacting to preferred sounds
  • experiencing words that have their onset identified
  • experiencing words with the same onset or rime being linked through word play, stories and songs

  VCELA029 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA064

  Copy a sound

  Elaborations

  • playing with words attempting to reproduce the sounds within a word
  • copying the face and mouth formations required to produce sounds

  VCELA064 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA042

  Reproduce sounds associated with familiar objects and names

  Elaborations

  • copying mouth and face formation adults make to form sounds and noises
  • repeating a sound or noise made by an adult
  • matching an object to a sound, noise or word

  VCELA042 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELA099

  Identify the initial sound of a single syllable word

  Elaborations

  • breaking a word into its onset and rime
  • investigating words which share the same onset

  VCELA099 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA077

  Recognise different sounds and their connection to a word or image

  Elaborations

  • refining sound and word formation
  • identifying a familiar word which starts with this a given sound

  VCELA077 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELA134

  Blend sounds to produce familiar single syllable words and identify words that have the same rime

  Elaborations

  • exploring words which share the same rime
  • identifying the sounds within the word
  • matching the grapheme (letter) with the phoneme (sound)

  VCELA134 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA112

  Identify and make sounds associated with the beginning letter of words or images

  Elaborations

  • identifying the beginning sound of a word
  • identifying familiar words or image which start with the same sound

  VCELA112 | Curriculum content | English | Level D | Reading and Viewing | Language