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Foundation Year · English · Literacy

AC9EFLY05

use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently

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 Foundation Year.

AC9EFLY01

identify some familiar texts, such as stories and informative texts, and their purpose

AC9EFLY02

interact in informal and structured situations by listening while others speak and using features of voice including volume levels

AC9EFLY03

identify some differences between imaginative and informative texts

AC9EFLY04

read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge

AC9EFLY06

create 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

AC9EFLY07

create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume

AC9EFLY08

form most lower-case and upper-case letters using learnt letter formations

AC9EFLY09

recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)

AC9EFLY10

segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness)

AC9EFLY11

recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents

AC9EFLY12

write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

AC9EFLY13

use knowledge of letters and sounds to spell words

AC9EFLY14

read and write some high-frequency words and other familiar words

AC9EFLY15

understand that words are units of meaning and can be made of more than one meaningful part

The same idea, year by year

Where AC9EFLY05 comes from and where it goes, for a student working below or above Foundation Year.

  1. Year 1AC9E1LY01discuss different texts and identify some features that indicate their purposes
  2. Year 1AC9E1LY02use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
  3. Year 1AC9E1LY03describe some similarities and differences between imaginative, informative and persuasive texts
  4. Year 1AC9E1LY04read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
  5. Year 1AC9E1LY05use 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
  6. Year 1AC9E1LY06create 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
  7. Year 1AC9E1LY07create 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
  8. Year 1AC9E1LY08write words using unjoined lower-case and upper-case letters
  9. Year 1AC9E1LY09segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
  10. Year 1AC9E1LY10orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
  11. Year 1AC9E1LY11use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
  12. Year 1AC9E1LY12understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
  13. Year 1AC9E1LY13spell one- and two-syllable words with common letter patterns
  14. Year 1AC9E1LY14read and write an increasing number of high-frequency words
  15. Year 1AC9E1LY15recognise and know how to use grammatical morphemes to create word families

Planning against AC9EFLY05?

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.