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English Unit: K-2 Booklet- Representation
F 1 2 Primary + Unit Plans Unit Plans English Language for Expressing & Developing Ideas Text Structure & Organisation Engaging With & Responding to Literature Interacting with Others Analysing, Interpreting & Evaluating Creating Texts Language for Interacting With Others 132 Pages

English Unit: K-2 Booklet- Representation

This Representation Workbook supports K–2 students in exploring how ideas, people, places, animals, and events are portrayed across different texts and media. Differentiated worksheets focus on character portrayal, setting descriptions, use of visual elements, language choices, and emotional cues. Students build their understanding of how authors and illustrators influence perception, develop critical thinking about text construction, and create their own representations with growing control and intent.

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Learning goals

  • We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
  • We are learning to write known lower case and upper case letters using learned letter formations, functional posture and pencil grip.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to write words using unjoined lower case and upper case letters using functional pencil grip.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
  • We are learning to identify features, such as characters and settings, of different literary texts and give reasons for personal preferences.
  • We are learning to explore language to provide reasons for likes, dislikes and preferences.
  • We are learning to understand texts can be in many forms such as signs, books and digital texts.
  • We are learning to understand texts can be in many forms and that stories and informative texts have different purposes.
  • We are learning to use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
  • We are learning to write known lower case and upper case letters using learned letter formations, correct posture and pencil grip.
  • We are learning to understand that speech, gestures, writing, symbols and icons e.g. emojis are used to communicate needs, likes and dislikes.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to form all upper and lower-case letters correctly.
  • We are learning to identify aspects of different types of literary texts that entertain and give reasons for personal preferences.
  • We are learning to write upper and lower-case unjoined letters and sentences legibly using correct pencil grip and posture.

Curriculum alignment

AC9EFLY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently AC9EFLA03 9 Understand that texts can take many forms such as signs, books and digital texts AC9E1LA02 9 Explore language to provide reasons for likes, dislikes and preferences AC9E2LE02 9 Identify features of literary texts, such as characters and settings, and give reasons for personal preferences AC9E2LY08 9 Write words legibly and with growing fluency using unjoined upper-case and lower-case letters AC9E2LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning AC9E1LY08 9 Write words using unjoined lower-case and upper-case letters AC9E1LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures AC9EFLY08 9 Form most lower-case and upper-case letters using learnt letter formations ACELY1663 8.4 Write using unjoined lower case and upper case letters ACELY1650 8.4 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently ACELT1590 8.4 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences ACELY1670 8.4 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures ACELY1673 8.4 Write legibly and with growing fluency using unjoined upper case and lower case letters ACELY1660 8.4 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features ACELA1429 8.4 Understand that language can be used to explore ways of expressing needs, likes and dislikes ACELY1653 8.4 Produce some lower case and upper case letters using learned letter formations ACELA1430 8.4 Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes
ENe-11D old Responds to and composes simple texts about familiar aspects of the world and their own experiences ENe-7B old Recognises some different purposes for writing and that own texts differ in various ways EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN1-11D old Responds to and composes a range of texts about familiar aspects of the world and their own experiences EN1-10C old Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts ENe-10C old Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts EN1-4A old Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies ENe-6B old Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-UARL-01 new Understands and responds to literature read to them EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect EN1-RECOM-01 new Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas ENE-PRINT-01 new Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
VCELA166 Understand that language can be used to explore ways of expressing needs, likes and dislikes VCELY162 Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case VCELY186 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features VCELY153 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently VCELA141 Understand that texts can take many forms, and that imaginative and informative texts have different purposes VCELY196 Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters VCELA212 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose VCELT241 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences VCELA178 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances VCELY222 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures VCELY154 Identify some differences between imaginative and informative texts VCELY232 Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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