Where Can We Play ? A4 Teacher's Booklet (Teacher's Booklet)

  • Where Can We Play ? A4 Teacher's Booklet (Teacher's Booklet)
  • Course: English
  • Grade: Year 1
  • Section: Reading Comprehension
  • Outcome: Where Can We Play?
  • Activity Type: Printable
  • Activity ID: 3034

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United Kingdom – National Curriculum expand/collapse

This activity is not included in United Kingdom–National Curriculum

You can go to an overview of all the curricula here.

Australia – Australian Curriculum expand/collapse

  • Foundation Year
    • Language
      • Expressing and developing ideas

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

    • Literature
      • Literature and context

        • ACELT1575 – Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences

    • Literacy
      • Interpreting, analysing, evaluating

        • ACELY1649 – Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge

        • ACELY1650 – Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

New Zealand – National Standards expand/collapse

  • Y1 – Year 1
    • Y1.R – Reading
      • They draw on knowledge and skills that include:

        • Y1.R.7 – Decoding unfamiliar words by using some knowledge of morphology (for example, the word endings -s, -ing, and -ed)

        • Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level

        • Y1.R.9 – Understanding the meaning of basic punctuation features (for example, full stops, speech marks, and exclamation marks).

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.a – Identify common graphemes (for example, sh, ch, ow, ai, th, oy) and produce an associated sound for each one

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

    • Y1.W – Writing
      • They draw on knowledge and skills that include:

        • Y1.W.1 – Using vocabulary drawn from their own oral language or encountered in their reading or other classroom activities

United States – Common Core State Standards expand/collapse

  • K – Kindergarten
    • RL.K – Reading: Literature
      • Literacy

        • RL.K.1 – With prompting and support, ask and answer questions about key details in a text.

      • Literacy

        • RL.K.4 – Ask and answer questions about unknown words in a text.

    • RI.K – Reading: Informational Text
      • Literacy

        • RI.K.5 – Identify the front cover, back cover, and title page of a book.

      • Literacy

        • RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

    • RF.K – Reading: Foundational Skills
      • Literacy

        • RF.K.4 – Read emergent-reader texts with purpose and understanding.

      • Literacy

        • RF.K.1 – Demonstrate understanding of the organization and basic features of print.

          • RF.K.1.a – Follow words from left to right, top to bottom, and page by page.

          • RF.K.1.c – Understand that words are separated by spaces in print.