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Year 1 · English · Literacy

AC9E1LY01

discuss different texts and identify some features that indicate their purposes

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Literacy in Year 1.

AC9E1LY02

use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions

AC9E1LY03

describe some similarities and differences between imaginative, informative and persuasive texts

AC9E1LY04

read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge

AC9E1LY05

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

AC9E1LY06

create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

AC9E1LY07

create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace

AC9E1LY08

write words using unjoined lower-case and upper-case letters

AC9E1LY09

segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)

AC9E1LY10

orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)

AC9E1LY11

use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words

AC9E1LY12

understand that a letter can represent more than one sound and that a syllable must contain a vowel sound

AC9E1LY13

spell one- and two-syllable words with common letter patterns

AC9E1LY14

read and write an increasing number of high-frequency words

AC9E1LY15

recognise and know how to use grammatical morphemes to create word families

The same idea, year by year

Where AC9E1LY01 comes from and where it goes, for a student working below or above Year 1.

  1. Foundation YearAC9EFLY01identify some familiar texts, such as stories and informative texts, and their purpose
  2. Foundation YearAC9EFLY02interact in informal and structured situations by listening while others speak and using features of voice including volume levels
  3. Foundation YearAC9EFLY03identify some differences between imaginative and informative texts
  4. Foundation YearAC9EFLY04read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
  5. Foundation YearAC9EFLY05use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
  6. Foundation YearAC9EFLY06create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly
  7. Foundation YearAC9EFLY07create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
  8. Foundation YearAC9EFLY08form most lower-case and upper-case letters using learnt letter formations
  9. Foundation YearAC9EFLY09recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
  10. Foundation YearAC9EFLY10segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness)
  11. Foundation YearAC9EFLY11recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents
  12. Foundation YearAC9EFLY12write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
  13. Foundation YearAC9EFLY13use knowledge of letters and sounds to spell words
  14. Foundation YearAC9EFLY14read and write some high-frequency words and other familiar words
  15. Foundation YearAC9EFLY15understand that words are units of meaning and can be made of more than one meaningful part
  16. Year 2AC9E2LY01identify how similar topics and information are presented in different types of texts
  17. Year 2AC9E2LY02use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
  18. Year 2AC9E2LY03identify the purpose and audience of imaginative, informative and persuasive texts
  19. Year 2AC9E2LY04read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
  20. Year 2AC9E2LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
  21. Year 2AC9E2LY06create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
  22. Year 2AC9E2LY07create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace
  23. Year 2AC9E2LY08write words legibly and with growing fluency using unjoined upper-case and lower-case letters
  24. Year 2AC9E2LY09manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
  25. Year 2AC9E2LY10use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
  26. Year 2AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
  27. Year 2AC9E2LY12build morphemic word families using knowledge of prefixes and suffixes

Planning against AC9E1LY01?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.