We Can Do It -A4 Teacher's Booklet (Teacher's Booklet)

  • We Can Do It -A4 Teacher's Booklet (Teacher's Booklet)
  • Course: English
  • Grade: Year 1
  • Section: Reading Comprehension
  • Outcome: We Can Do It (narrative)
  • Activity Type: Printable
  • Activity ID: 7430


“What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!”
Patricia Celikbilek, Teacher
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United Kingdom – National Curriculum expand/collapse

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.R.C – Reading - comprehension

        • Pupils should be taught to:

          • KS1.Y1.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:

            • KS1.Y1.R.C.1.a: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

            • KS1.Y1.R.C.1.b: being encouraged to link what they read or hear to their own experiences

            • KS1.Y1.R.C.1.d: recognising and joining in with predictable phrases

            • KS1.Y1.R.C.1.f: discussing word meanings, linking new meanings to those already known

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.