English Overview

Level 2: CCGS English Domain Curriculum Overview
CCGS ENGLISH CURRICULUM OVERVIEW: PREP

ACHIEVEMENT STANDARD (REPORT OUTCOMES):
By the end of Prep:
Reading and Viewing
Students
use
predicting
and
Writing
questioning
strategies
to
make
meaning from texts.
They recall one or two events from texts with familiar topics.
They understand that there are different types of texts and that
these can have similar characteristics.
They
identify
experience.
connections
between
texts
and
their
personal
Their
writing
shows
evidence
of
sound
and
letter
images,
drawing
on
their
developing
concepts about print and sound and letters.
knowledge
They listen to and use appropriate language features to respond to
others in a familiar environment.
knowledge,
They listen for rhyme, letter patterns and sounds in words.
beginning writing behaviours and experimentation with capital
Students
They correctly form known upper- and lower-case letters.
letters and full stops.
understand
experiences.
that
their
texts
can
reflect
their
own
They identify and describe likes and dislikes about familiar texts,
objects, characters and events.
They read short predictable texts with familiar vocabulary and

supportive
Students use familiar words and phrases and images to convey

ideas.
Speaking and Listening
In informal group and whole class settings, students communicate
of
clearly. They retell events and experiences with peers and known
adults.
They identify the letters of the English alphabet and use the
They identify and use rhyme, letter patterns and sounds in words.
sounds represented by most letters.
TEACHING AND LEARNING SEQUENCE, UNITS AND CONTENT DESCRIPTORS

TEACHING UNITS AND AUSTRALIAN
TERM 1
CURRICULUM CONTENT
(2 hours/week)
English Studies
DESCRIPTORS
(Speaking, listening,
TERM 3
TERM 4
Exploring our new world
Enjoying and retelling stories
Students listen to and read texts to explore
Students will listen to and engage with a
Students
Students will have multiple opportunities to
visual patterns represented in a range of

literary
and
a focus on exploring how language is used
and rhymes to develop an understanding
and explore text structure and organisation.
fiction,
non-fiction
Students will sequence events from a range
language
features
multimodal
to a small group of classmates. Students
recite
rhyming
will prepare for their spoken retelling by
audience. They will show understanding of
simple sentences.
to go with it. Students will write and draw
predictable
English Studies Unit
TERM 2
texts.
text
structures
non-literary
books
and
common
texts
including
and
everyday
reading and writing)
Interacting with others
range of literary and non-literary texts with

to
entertain
through
retelling
events.
of texts and select a favourite story to retell
drawing
events
in
sequence
and
writing
listen
to, view
and
Responding to text
interpret
range of multimodal texts, including poetry

of sound and letter knowledge, a range of
and
identify
common
visual patterns. Students will create and

a
story
to
read,
examine
and
respond
to
literature
Students will create a short imaginative

illustrations.
text
which
includes
familiar
the rhyming story by creating some gestures

a
personal
response
to
rhyming
story
including justification for their opinion.
Word-level Work
(5 hours/week)
Literacy Hour
(Phonemic awareness,
Little Learners Love Literacy
phonics and spelling)

Sentence-level Work
(Grammar and
punctuation)
Text-level Work
(Guided reading,
comprehension and
responding to literature)
Compiled by Brendon Peisley 2015
Page 1 of 12
Handwriting
Nelson Handwriting Workbook 1
Page 2 of 12
CCGS ENGLISH CURRICULUM OVERVIEW: YEAR 1

By the end of Year 1:
Reading and Viewing
Writing
Students understand the different purposes of texts.
Students provide details about ideas or events.
They make connections to personal experience when explaining
They accurately spell words with regular spelling patterns and
characters and main events in short texts.
They identify the language features, images and vocabulary used
They listen to others when taking part in conversations using
appropriate language features.
use capital letters and full stops.
They listen for and reproduce letter patterns and letter clusters.
They correctly form all upper- and lower-case letters.
Students understand how characters in texts are developed and
to describe characters and events.
give reasons for personal preferences.
Students read aloud, with developing fluency and intonation,
They create texts that show understanding of the connection
short texts with some unfamiliar vocabulary, simple and compound
between writing, speech and images.
sentences and supportive images.
When reading, they use knowledge of sounds and letters, high

frequency
words,
sentence
boundary
punctuation
They create short texts for a small range of purposes.
They interact in pair, group and class discussions, taking turns
They make short presentations of a few connected sentences on
and
when responding.
directionality to make meaning.
They recall key ideas and recognise literal and implied meaning
familiar and learned topics.
in texts.

TERM 1
(2 hours/week)
English Studies
CURRICULUM CONTENT DESCRIPTORS
(Speaking, listening,
reading and writing)
TERM 3
Explaining how a
Exploring characters
Engaging with
Examining language
Retelling cultural
Creating procedural
picture books
story works
in stories
poetry
of communication
stories
texts
Students listen to,
Students listen to,
Students listen to,
Students listen to,
read, view and
read and view
read, view and
read and view
picture books
stories from their
written and
to explore sound
from Aboriginal and
cultures to analyse
Torres Strait
and explain a
texts
Students listen to,
Students listen to,
Students listen to,
read, view and
read, view and
read, view and
and rhythm.
interpret texts with
animal characters
books and stories
and digital
narrative texts to
texts to identify
Students recite a
to explore how they
selection from
explore the
innovation on a
some features of
poem to the class
reflect human
different cultures.
language and text
favourite story.
They identify
texts and to create
recitation.
present an interview
read a retell of
instruction in
spoken justification
justify their
descriptions.
and closed
to an audience of
information
for their innovation.
picture books and
including stories
own and other
Islander cultures.
familiar story.
emotive content and
interpret spoken,
a variety of poems
multimodal literary
characters in these
written character
and reflect on their
questioning
read, view and
interpret picture
including a wide
qualities. Students
They write and
in pairs asking open

questions of an
the stories.
(5 hours/week)
Creating digital
Students listen to,
interpretations of
Literacy Hour
TERM 4
Exploring emotion in
interpret written
TERM 2
their favourite story

peers.
interpret traditional
multimodal texts, to
structures of
literary and
contexts.
interpret a range of
create a digital
Students present a
about the choices
animal character.
Word-level Work
Little Learners Love Literacy or
(Phonemic awareness,
Nelson Spelling Pupil Book 1A
Nelson Spelling Pupil Book 1A
Nelson Spelling Pupil Book 1B
Nelson Spelling Pupil Book 1B
phonics and spelling)
Units 1-7
Units 8-14
Units 1-7
Units 8-14
Nelson Grammar Pupil Book 1A
Nelson Grammar Pupil Book 1A
Nelson Grammar Pupil Book 1B
Nelson Grammar Pupil Book 1B
Units 1-7
Units 8-14
Units 1-7
Units 8-14
Nelson Comprehension Pupil Book
Red
Red
Red
Red
Units 1-2
Units 3-5
Units 6-8
Units 9-10
Sentence-level Work
(Grammar and
punctuation)
Text-level Work
(Guided reading,
comprehension and
responding to literature)
Page 3 of 12
Handwriting
Nelson Handwriting Developing
Nelson Handwriting Developing
Skills Pupil Book Red
Skills Pupil Book Red
Page 4 of 12

Reading and Viewing
Writing
Students understand how similar texts share characteristics by
identifying text structures and language features used to describe

characters, settings and events.
They read texts that contain varied sentence structures, some

unfamiliar vocabulary, a significant number of high frequency
They
monitor
meaning
and
self-correct
using
context,
Students create texts, drawing on their own experiences, their
They listen for particular purposes.
imagination and information they have learned.
They listen for and manipulate sound combinations and rhythmic
When
Students create texts that show how images support the meaning
sound patterns.
of the text.
sight words and images that provide additional information.
They accurately spell familiar words and attempt to spell less
They legibly write unjoined upper- and lower-case letters.
They
identify
literal
and
implied
meaning,
main
ideas
ideas
and
experiences,
students
use
They explain their preferences for aspects of texts using other

texts as comparisons.
knowledge, punctuation, language and phonic knowledge.
their
everyday language features and topic-specific vocabulary.
familiar words and use punctuation accurately.

prior
discussing
and
Students use a variety of strategies to engage in group and class

discussions and make presentations.
supporting detail. Students make connections between texts by

comparing content.

CURRICULUM CONTENT
TERM 1
TERM 2
TERM 3
TERM 4
DESCRIPTORS
Reading, writing
Stories of families
Identifying
Responding
Exploring procedural
Exploring
Exploring plot and
and performing
and friends
stereotypes
persuasively to
texts
informative texts
characterisation in
texts
Students will
Students read, view
narratives
Students read, view
Students read, view
stories
Students read, view
Students read and
explore texts to
and listen to a
Students read, view
and listen to a
and listen to a
Students explore a
and listen to a
range of poems to
convey a message
about issues that
explore how
depictions of
variety of literary
procedural texts and
create an
stories including
from other cultures.
imaginative poetry
relate to families
and friends.
characters in print,
sound and images
stereotypes are used
involve a procedure,
about an event in a
stories, pictures
written
Students present
Students
will write a
create stereotypes.
Students identify
audiences. Students
stories and
contemporary stories.
tales, digital text to
explore how stories
the life of a
to a familiar
biography about a
stereotypical
response. They
Students develop
use plot and
from one of the
audience.
character from a
characters in texts
compare how
multimodal
characterisation to
stories studied.
in multimodal
imaginative
character are
procedure and
engage an
character
in two publications
audience of peers.
present to an
and give reasons for
poetry
listen to a
(2 hours/week)
English Studies
create an
reconstruction.
(Speaking, listening, reading

and writing)
their poem or rhyme
analyse how stories
book and present it

digital form.
variety of texts to
and listen to a
texts to explore how
and create an
alternative
to persuade
create a persuasive
representations of a
depicted differently
description to
of the same story
audience of peers.
variety of everyday
familiar stories that
e.g. traditional
range of stories to
informative text
literary text.
instructions for a
present them to an
variety of
dreaming
range of stories
They create a
books, traditional
entertain and
Exploring narrative
retell of an event in
person or character
audience.
a particular
preference.
and spelling)
Units 1-7
Units 8-14
Units 15-21
Units 22-28
Sentence-level Work
Nelson Grammar Pupil Book 2
(Guided reading,
Nelson Comprehension Pupil Book Yellow
comprehension and responding
Units 1-2
Units 3-5
Units 6-8
Units 9-10
Literacy Hour
(5 hours/week)
Word-level Work
(Phonemic awareness, phonics
(Grammar and punctuation)
Nelson Spelling Pupil Book 2
Units 1-7
Units 8-14
Units 15-21
Units 22-28
Text-level Work
to literature)
Page 5 of 12

Handwriting
Nelson Handwriting Developing Skills Pupil

Book Yellow

Book Yellow

Book Yellow

Book Yellow
Page 6 of 12

Reading and Viewing
Students
understand
how
content
Writing
can
be
organised
using
different text structures depending on the purpose of the text.

They understand how language features, images and vocabulary
range
They read texts that contain varied sentence structures, a range
characters.
They
detail
texts
experiences,
for
familiar
and
unfamiliar
demonstrate
They identify literal and implied meaning connecting ideas in
context of their writing.
events,
and
understanding
vocabulary
They select information, ideas and events in texts that relate to
Students listen to others views and respond appropriately.
They understand how language features are used to link and
information,
ideas
They understand how language can be used to express feelings
sequence ideas.
and
and opinions on topics.
information.
their own lives and to other texts.
of
Their texts include writing and images to express and develop in

some
different parts of a text.
create
audiences.
choices are used for different effects.

of punctuation conventions, and images that provide additional
They
punctuation
of
grammar
appropriate
to
and
the
choose
purpose
and
They contribute actively to class and group discussions, asking

questions, providing useful feedback and making presentations.
They use knowledge of sounds and high frequency words to spell

words accurately, checking their work for meaning.
They
write
using
joined
letters
that
are
clearly
formed
and
consistent in size.

CURRICULUM CONTENT
TERM 1
TERM 2
TERM 3
TERM 4
DESCRIPTORS
Analysing and
Investigating
Exploring personal
creating a
characters
experiences
(2 hours/week)
English Studies
and performing
and responding
poetry
to peoples stories
view, read and
Students read and
analyse informative,
literary and
Students listen to,
digital and written
narratives, simple
written and spoken
digital texts about
They complete a
digital stories to
informative texts to
running
explore the use of
comprehension and
persuasive texts.
record and reading

write short
and writing)
Reading, writing
narratives
Students read, view
persuasive texts.
Creating online
through events
and analyse
read, view and
Reading and
responding to
Students listen to,
persuasive text
Exploring procedure
Students listen to,
different versions of
Students listen to,
Reading, writing
view, read and
Students listen to
and read poetry
Students listen to,
view, read and
stories, with
about different
read and view
animals to plan
stories, with a focus
versions of the same
Students create and
imaginative texts
identify the way
and create a
on different versions
story. They create a
perform a written
set in the past
language in the
experiences of an
which includes
They create a
story they select
the use of imagery
their experiences.
character.
comprehension
elements.
story they select
perspective.
extract from a
build literal and
literal and inferred
and make
text. They express a
a literary text.
point of view about
Students write a
feelings and actions
persuade the
characters in a
an event should be
explore short
chapter books or
descriptive
construction of
Students read an
novel and build
meaning from the
the thoughts,
of the main
novel.
listen to
literary and
authors portray
caring for
written procedure
event. Students use

strategies to
related multimodal
inferred meaning
a story
compare a range of
of the same story.

spoken retell of a
from another
compare a range of
a focus on different
spoken retell of a
from another
perspective.
places in Australia.
poem that includes

and sound devices.
from the past
informative and
about people and

They write a
letter in role as one

of the characters
from a selected text

retelling their
experiences.
interpretations about
persuasive letter to
school principal that
celebrated at
hours/w
eek)
Hour
(5
acy
Liter
school.
Word-level Work
and spelling)
Units 1-7
Units 8-14
Units 15-21
Units 22-28
Page 7 of 12

Sentence-level Work
Nelson Comprehension Pupil Book 1
Units 1-7
Units 8-14
Units 15-21
Units 22-28
Text-level Work
(Guided reading,
Units 1-2
Units 3-5
Units 6-8
Units 9-10
to literature)
Handwriting
Book 1
Book 1
Book 1
Book 1
Page 8 of 12

Reading and Viewing
Students
understand
that
texts
Writing
have
different
structures
depending on the purpose and audience.

They explain how language features, images and vocabulary are
used to engage the interest of audiences.
different texts.
Students listen for key points in discussions.
audiences.
They understand how to express an opinion based on information
They make presentations and contribute actively to class and
Students use language features to create coherence and add
in a text.
They understand how to express an opinion based on information
group discussions, varying language according to context.
in a text.
They express preferences for particular texts, and respond to
Students create structured texts to explain ideas for different
detail to their texts.
They describe literal and implied meaning connecting ideas in
others viewpoints.
They create texts that show understanding of how images and

detail can be used to extend key ideas.
They demonstrate understanding of grammar, select vocabulary

from
range
of
resources
and
use
accurate
spelling
and
punctuation, editing their work to improve meaning.

CURRICULUM CONTENT
TERM 1
TERM 2
TERM 3
TERM 4
DESCRIPTORS
Investigating
Examining humour
Exploring recounts
Retelling an
Examining
Exploring a quest
Interpreting literary
authors language
in poetry
of texts set in
Aboriginal peoples
traditional stories
novel
texts
the past
and/or Torres Strait
Students will read
in a familiar
(2 hours/week)
English Studies
Students listen to,
Students read and
traditional stories
novel. Through close
a range of
product packaging.
Students read a
range of humorous
and read a
variety of historical
Students listen to,
examine and
authors. They will
texts to write
read and view
cultures. They
in a blog and
multimodal
demonstrate
language features
features and poetic
set in the past
from Aboriginal and
understanding by
development, they
advertisements from
through written
used by the author.
humorous poetry.
perspective.
Islander histories
writing to
understanding of
They demonstrate
reading and viewing
They create a new
They will use
and cultures. They
comprehension
the quest novel.

Through an
understanding of
these persuasive
focusing on
narrative for an
innovate on
understanding by
responding in
on language
features, themes
oral presentation,
students
texts through
written and spoken
persuasive
peers.
the poems
writing to
comprehension
and messages
in stories and by
explain how the

author
responses. They
focus on techniques
breakfast cereal
personal viewpoint
questions
writing parts of
represents the main

character, in an
and language
features used to
Students design
important event.
persuade the target
breakfast cereal
poems by different
analyse the
identify structural
and techniques
and writing)
Students listen to
Students listen to
narrative and
texts
Students listen to,
and listen to a
narrative
Designing persuasive
chapter for the
audience of their
language devices in
this knowledge to
poems and evaluate
by expressing
peoples story
a literary recount
from a different
Islander
stories about and

Torres Strait
demonstrate
using evidence from
focusing on
the poem.
language features,
themes and
read and view

from different
demonstrate
and read a quest

reading, responding
mapping character
responding in
questions focusing
traditional stories.
demonstrate
messages in stories.
read and view
nonfiction and
Students
persuasive product
different times.
audience.
view a range of
understanding
responses to
comprehension
techniques used in
packaging.
and promote a
package using
persuasive language
and visual
(5 hours/week)
Hour
Literacy
techniques.
Word-level Work

and spelling)
Sentence-level Work

Text-level Work
Units 1-7
Units 1-7
Units 8-14
Units 8-14
Units 15-21
Units 15-21
Units 22-28
Units 22-28
Page 9 of 12

(Guided reading,
Units 1-2
Units 3-5
Units 6-8
Units 9-10
MacWrite 4
MacWrite 4
MacWrite 4
MacWrite 4
to literature)
Handwriting
Page 10 of 12

Reading and Viewing
Writing
Students explain how text structures assist in understanding the
They use language features to show how ideas can be extended.
Students listen and ask questions to clarify content.
text.
They develop and explain a point of view about a text selecting
They understand how language features, images and vocabulary

influence interpretations of characters, settings and events.
information, ideas and images from a range of resources.
They analyse and explain literal and implied information from

a variety of texts.
group discussions, taking into account other perspectives.
They create a variety of sequenced texts for different purposes

and audiences.
They
demonstrate
understanding
of
grammar,
select
specific
They describe how events, characters and settings in texts are
vocabulary and use accurate spelling and punctuation, editing
depicted and explain their own responses to them.
their work to provide structure and meaning.

CURRICULUM CONTENT
TERM 1
TERM 2
TERM 3
TERM 4
DESCRIPTORS
Examining literary
Examining literary
Examining media
Examining
texts
texts
texts
characters in
fantasy novel
fantasy novel
Students listen to,
Students
read and interpret
(2 hours/week)
English Studies
and writing)
view a range of
Students listen to,
Students listen to
songs, anthems and
poetry including
read and
narrative films and
fantasy genre
a novel from the
reports from journals
animations
times, to create a
create a
novels with a range
written and digital
understanding of
showing
respond to
digital texts.
analysing authors
chosen poem to a
involving flashbacks
to create a written
character
understanding of
viewpoints portrayed
Students present a
use of language
digital narrative. In
or shifts in time.
film review of a
relation to plot and
development. They
personal conflict
the message and
presentation they
demonstrate the
point of view of the
the development of
language choices
through a written
good and one evil
fantasy genre
development in
response.
and interpret
character
explain, from the

author, text and
which describe one
news articles and
and newspapers to
in media texts.
including film and
point of view about

and ethical
range of poetry,
film
novels and film
read, view and
a main character
odes from different

folio of responses
and its impact on
transformation of a
a spoken
view films and
spoken,
of characters
film reviews
chosen film.
Students express
explain how they
and justify opinions
dilemmas faced by
develop
about the film
through a panel
their transformation
discussion.
fantasy characters
discussion.
ideas of text.
narrative poems to
and view
character through
of the poem.
during a panel
character.
Units 1-7
Units 8-14
Units 15-21
Units 22-28
Sentence-level Work
Units 1-7
Units 8-14
Units 15-21
Units 22-28
(Guided reading,
Units 1-2
Units 3-5
Units 6-8
Units 9-10
Handwriting
MacWrite 5
MacWrite 5
MacWrite 5
MacWrite 5

Literacy Hour
read and
ability to analyse
(5 hours/week)
read and view a
Reviewing narrative
through
continue to read
setting. They
Word-level Work
Exploring narrative
Students listen to,
Students listen to,
showing
animated film
Responding to poetry
read, view and
a novel from the
Students listen to,
Appreciating poetry
Students listen to,
and spelling)
Text-level Work
to literature)
Page 11 of 12

Reading and Viewing
Writing
Students understand how the use of text structures can achieve
particular effects.
are
used
by
different
authors
to
represent
ideas,
in
different
texts,
characters and events.
They
compare
and
analyse

group discussions, using a variety of strategies for effect.
They explain how their choices of language features and images

are used.
They select and use evidence from a text to explain their response
to it.
Students listen to discussions, clarifying content and challenging

others ideas.
They show how specific details can be used to support a point of

view.
information
explaining literal and implied meaning.
They understand how language features and language patterns

can be used for emphasis.
They analyse and explain how language features, images and

vocabulary
They create detailed texts elaborating upon key ideas for a range
of purposes and audiences.
They demonstrate understanding of grammar, make considered

choices from an expanding vocabulary, use, accurate spelling and
punctuation for clarity and make and explain editorial choices.

CURRICULUM CONTENT
TERM 1
TERM 2
TERM 3
TERM 4
DESCRIPTORS
Short stories
Writing a short story
(2 hours/week)
English Studies
Exploring literary
texts
texts by the
media
techniques in news
and write a short
Students listen to,

read and view
Students listen to,
They investigate
character that faces

a conflict. Students
advertisements from
magazines and
similarities and
will also reflect on
view short stories,
Students listen to,
same author
Comparing texts
Transforming a text
Students listen to,
Students read and
read, view and
compare literary
read and view
Students listen to,
analyse literary and
and informative
read and view a
literary texts set in
literary texts by the
the same topic.
websites or
the writing process
internet sites. They
demonstrate their
reports from
demonstrate their
create written
responses focusing
authors message
and compare the
that deal with a
ways authors use
when making and
explaining editorial
understanding of
the texts persuasive
internet. Students
how the events and
on language and
literary techniques
effects of language,
structural and
Students transform
language features
choices.
features through
analyse bias and
created within
that contribute to
visual features on
into a literary text
and strategies to
written responses to
the effectiveness of
historical contexts.
an authors style.
the audience.
for younger
effects.
questions.
used to influence
literary text that
and compare
and writing)
Interpreting literary
persuasive
of short stories by
different authors.
Examining
Students read and
and read a range
Examining
advertising in the
Students listen to
differences in the
text structure,
story about a
create humorous
comprehension
reports
variety of news
television, radio and

identify and
persuasive devices
audiences.
extracts from
read and view
earlier times. They

understanding of
characters are
They create a
same author to
informative texts on
They identify the
texts such as
information books
sustainability issue.
an informative text
audiences.
explores personal
Literacy Hour
(5 hours/week)
experiences.
Word-level Work
Units 1-7 and
Units 8-14 and
Units 15-21 and
Units 22-28 and
and spelling)
Revision Book
Revision Book
Revision Book
Revision Book
Units 1-7 and
Units 8-14 and
Units 15-21 and
Units 22-28 and
MacWrite 6
MacWrite 6
MacWrite 6
MacWrite 6
Sentence-level Work
Revision Book
Revision Book
Revision Book
Revision Book
Text-level Work
(Guided reading,
Units 1-2
Units 3-5
Units 6-8
Units 9-10
to literature)
Handwriting
Page 12 of 12

English Overview

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Level 2: CCGS English Domain Curriculum Overview

CCGS ENGLISH CURRICULUM OVERVIEW: PREP

meaning from texts.

these can have similar characteristics.

concepts about print and sound and letters.

They listen to and use appropriate language features to respond to

others in a familiar environment.

They listen for rhyme, letter patterns and sounds in words.

beginning writing behaviours and experimentation with capital

They correctly form known upper- and lower-case letters.

letters and full stops.

objects, characters and events.

They read short predictable texts with familiar vocabulary and

Students use familiar words and phrases and images to convey

Speaking and Listening

In informal group and whole class settings, students communicate

sounds represented by most letters.

TEACHING AND LEARNING SEQUENCE, UNITS AND CONTENT DESCRIPTORS

Exploring our new world

Enjoying and retelling stories

Students listen to and read texts to explore

Students will listen to and engage with a

Students will have multiple opportunities to

visual patterns represented in a range of

a focus on exploring how language is used

and rhymes to develop an understanding

and explore text structure and organisation.

Students will sequence events from a range

to a small group of classmates. Students

will prepare for their spoken retelling by

audience. They will show understanding of

to go with it. Students will write and draw

English Studies Unit

reading and writing)

Interacting with others

range of literary and non-literary texts with

of texts and select a favourite story to retell

range of multimodal texts, including poetry

visual patterns. Students will create and

Students will create a short imaginative

the rhyming story by creating some gestures

including justification for their opinion.

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

Little Learners Love Literacy

phonics and spelling)

Compiled by Brendon Peisley 2015

Level 2: CCGS English Domain Curriculum Overview

Nelson Handwriting Workbook 1