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Evidence for Learning

NSW Literacy Learning Continuum K-6

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Reading texts
-Cluster 1
--[]Recognises own name.
--[]Engages in shared reading of familiar texts with repeated language patterns.
--[]Spends time looking at books and other print material.
--[]Tells a story based on pictures or names pictures.
--[]Attempts to read words in the environment, .g. billboards, signs.
-Cluster 2
--[]Reads one or two words in environmental print/texts.
--[]Reads some words in a sentence correctly.
--[]Holds a book the right way up.
--[]Differentiates between writing and pictures.
--[]Points to words using one-to-one correspondence when ‘reading’.
--[]Reads some high frequency words correctly in simple, predictable texts, e.g. my, I.
--[]Begins to read with fluency and rhythm when text and image placement are consistent.
-Cluster 3
--[]Reads one or more sentences correctly in environmental print/texts.
--[]Reads one or more sentences correctly in a simple book.
--[]Uses context to predict meaning in texts and supplement decoding attempts.
--[]Reads words using known letter/sound relationships.
--[]Reads a number of ‘easy’ texts with an increasing number of high frequency words and illustrations that provide high support.
--[]Begins to develop fluency and understanding by revisiting familiar texts.
-Cluster 4
--[]Reads all or most of a more challenging story book.
--[]Maintains fluency when reading texts with varied and irregular text and image placement.
--[]Pauses or hesitates when meaning is disrupted when reading.
--[]Reads aloud with increasingly appropriate pitch, intonation and fluency (RR level 5–8).
-Cluster 5
--[]Reads texts with varied sentence patterns and several lines of text per page.
--[]Demonstrates increased fluency by recognising and decoding words automatically when reading familiar texts.
--[]Recognises when meaning is disrupted and attempts to self-correct when reading.
--[]Reads fluently and accurately with attention to punctuation.
-Cluster 6
--[]Understands that pathways for reading literary and factual, print and screen texts can be navigated in different ways.
--[]Self-corrects when meaning is disrupted, .g. by pausing, repeating words and phrases, rereading and reading on.
--[]Reads aloud with fluency and phrasing, djusting pace, volume, pitch and pronunciation to enhance meaning and expression (RR level 16–18).
-Cluster 7
--[]Understands text features such as illustrations, diagrams, tables, maps and graphs to enhance meaning.
--[]Automatically integrates a range of information, e.g. meaning, grammar and letter/sound relationships to read in a phrased and fluent way.
--[]Knows that literary, factual and screen texts need to be ‘read’ in differing ways.
--[]Responds to punctuation and adjusts expression to enhance meaning when reading aloud.
-Cluster 8
--[]Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions.
--[]Engages with both literary and factual texts of increasing length and difficulty for longer periods of time (at least 10 minutes).
--[]Reads texts in different ways to meet a range of reading purposes.
--[]Independently monitors own reading by using a variety of self-correction strategies to maintain meaning.
-Cluster 9
--[]Reads for sustained periods (15–20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.
--[]Uses visual representations, e.g. photographs, ables, charts to enhance meaning when reading factual texts.
--[]Selects and uses the most effective word identification strategy to maintain fluency and meaning.
--[]Demonstrates an awareness of how to use skimming/scanning and text features such as subheadings to locate specific information.
--[]Uses screen navigation features when reading and viewing Internet texts.
-Cluster 10
--[]Reads short novels with minimal illustration, nfamiliar content, settings and characters and challenging and unusual vocabulary.
--[]Adjusts rate of reading to suit text complexity and reading purpose.
--[]Uses more sophisticated word identification strategies to maintain word and sentence level fluency and create meaning, e.g. use of homonym, syllabification, analogy.
--[]Uses topic knowledge, vocabulary knowledge and context to read unknown words when engaging with subject texts.
--[]Chooses a reading path appropriate to the text (literary, factual, electronic) and navigates multimodal texts appropriate to the purpose.
-Cluster 11
--[]Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.
--[]Confidently engages with a wide range of authentic texts, e.g. newspapers, TV documentaries, websites and chooses reading pathways appropriate to the purpose for reading/viewing.
--[]Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and attends to most important information.
--[]Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose.
--[]Uses text navigation skills such as skimming and scanning to efficiently locate specific information in literary, factual and electronic texts.
-Cluster 12
--[]Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.
--[]Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended novels and information texts, ideo documentaries, multimedia and performance texts, graphic material.
--[]Reads more demanding subject texts that have increasing levels of technicality and abstraction.
--[]Monitors reading for accuracy and meaning by selecting and using appropriate higher order word identification skills such as knowledge of word origins and analogy.
--[]Confidently adjusts the chosen reading/ viewing pathway to achieve the intended purpose in literary and factual, print, lectronic and multimodal texts.
Comprehension
-Cluster 1
--[]Responds to stories read aloud/viewed by connecting information and events to personal experiences.
--[]Retells some events in familiar stories.
-Cluster 2
--[]Gives a sequenced retell of a story when prompted.
--[]Recalls some details from illustrations in a story book.
--[]Predicts a plausible next event in a story.
--[]Is beginning to analyse and evaluate stories read and viewed by providing and justifying a personal opinion.
--[]Talks about information in factual texts.
-Cluster 3
--[]Begins to understand inferred meaning.
--[]Gives an unprompted sequenced retell of a story that includes the beginning, middle and end.
--[]Recalls many details from illustrations in a story book.
--[]Builds meaning in factual texts by using illustrations.
-Cluster 4
--[]Interprets meaning by answering an inferential question correctly.
--[]Responds to overall meaning in literary and factual texts by talking about the central themes.
--[]Constructs meaning from texts by making connections between print, illustrations and diagrams.
--[]Analyses and evaluates a character’s actions or events in a story through discussion.
--[]Builds understandings of a topic by identifying key facts in texts in print and on screen.
-Cluster 5
--[]Responds to questions about a character’s actions, qualities, characteristics by expressing an opinion about the character.
--[]Builds understanding by interpreting and discussing inferred meanings.
--[]Interprets information in factual texts, e.g. using contents page and screen icons to locate specific information.
-Cluster 6
--[]Retells and responds to incidents from a story book or film with attention to plot elements such as setting, character, conflict and resolution.
--[]Builds understanding of how media texts can be interpreted.
--[]Shows awareness that information about one topic can be sought from a number of sources, e.g. graphs, posters, reference texts, websites.
--[]Analyses and evaluates a character’s actions/motives in a story.
-Cluster 7
--[]Responds to texts by referring to prior experiences.
--[]Responds to and analyses a text by discussing a point of view presented in the text.
--[]Analyses and evaluates how visual images support print to create meaning in texts.
--[]Interprets and responds to texts by skimming and scanning to confirm predictions and answer questions posed by self and others while reading.
-Cluster 8
--[]Refers to prior knowledge and experiences to build understanding of a text.
--[]Justifies predictions about sections of a text.
--[]Builds understanding of a text by using knowledge of text organisation and features, .g. referring to headings and sub-headings to locate information.
--[]Draws conclusions by using clues in a text.
--[]Identifies more than one perspective or point of view when represented in texts.
--[]Articulates the main idea and provides a synthesised retell that captures key events in texts.
--[]Creates mental images to capture ideas in texts.
-Cluster 9
--[]Builds understanding during reading by discussing possible consequences of actions and events.
--[]Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to information, characteristics, events.
--[]Builds understanding about the meaning of a text by actively seeking information from different parts of a text.
--[]Shows an awareness through discussion that texts can present different perspectives.
--[]Analyses the ways ideas and information are presented by making comparisons between texts.
--[]Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text.
--[]Analyses a text by discussing visual, aural and written techniques used in the text.
--[]Builds understanding about the meaning of a text by identifying and discussing text organisation and features, e.g. cohesive links.
-Cluster 10
--[]Interprets text by inferring connections, auses and consequences during reading.
--[]Responds to and interprets texts by discussing the differences between literal and inferred meanings.
--[]Interprets the meaning of a text by seeking further information in other sections of a text or in different texts.
--[]Identifies ways texts present different perspectives.
--[]Evaluates text accuracy and credibility by comparing texts on a similar topic.
--[]Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview.
--[]Responds to and analyses texts by discussing the ways language structures and features shape meaning.
--[]Responds to and interprets texts by integrating sources of information in texts.
-Cluster 11
--[]Analyses and evaluates the ways that inference is used in a text to build understanding.
--[]Re-examines sections of texts for evidence to support interpretations and opinions.
--[]Evaluates a personal interpretation of a text by critically re-examining evidence within the text.
--[]Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text.
--[]Analyses texts to explain and compare how audience, purpose and context influence texts.
--[]Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented.
--[]Analyses and responds to language and grammatical techniques used to influence an audience.
--[]Analyses and compares how information and ideas are presented in a range of texts on the one topic.
-Cluster 12
--[]Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence.
--[]Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, ritten and multimodal presentations.
--[]Critically analyses a wide range of imaginative, informative and persuasive texts in different forms to compare how ideas are presented.
--[]Explains how texts can be interpreted from a variety of perspectives by discussing the ways that different views and values are presented.
--[]Interprets texts by identifying and discussing multiple purposes within the same text.
--[]Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an understanding of the topic.
--[]Analyses texts to compare how language structures and features are used to position readers and viewers.
--[]Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic.
Vocabulary knowledge
-Cluster 1
--[]Knows and uses a range of everyday words, .g. colours, familiar objects, places, names of family members.
--[]Knows and uses some subject-specific words in areas of interest, e.g. animals, games.
--[]Shows curiosity about words and their meaning.
-Cluster 2
--[]Knows the meaning of, and when speaking, an use words that are likely to be encountered in easy reading texts, e.g. big, ittle.
--[]Names some basic parts of a computer, e.g. screen, keyboard, mouse, space bar.
--[]Asks questions to find out meanings of unfamiliar words.
-Cluster 3
--[]Begins to expand the vocabulary used to describe everyday events and experiences.
--[]Begins to use topic words when speaking and writing.
--[]Identifies unfamiliar words and attempts to use experience and context to work out word meanings.
-Cluster 4
--[]Knows the meaning of commonly used words in texts read and demonstrates this knowledge when writing and speaking.
--[]Develops beginning understandings about word families and uses these understandings when reading and writing.
--[]Uses grammar and context of a text to work out the meaning of an unfamiliar word.
-Cluster 5
--[]Uses knowledge and understanding of topic words when reading, writing and speaking.
--[]Accurately uses a range of basic computer and Internet terminology, e.g. icon, bold, talics, home page.
--[]Demonstrates awareness that some words have multiple meanings when reading, riting and speaking.
--[]Understands that changing words in a text can alter the meaning.
-Cluster 6
--[]Demonstrates the use of more precise vocabulary to describe feelings and experiences when speaking and writing.
--[]Shows beginning understanding of the effects of different words and phrases, e.g. to create humour, to persuade, to inform.
--[]Applies knowledge of base words to build word families, e.g. move, moving, remove.
--[]Independently uses a range of classroom print resources to enhance vocabulary, e.g. topic word lists, labels, etc.
-Cluster 7
--[]Knows the meaning of commonly used words in increasingly challenging texts and can demonstrate this knowledge when reading, writing and speaking.
--[]Shows beginning understanding of the effective use of ‘word play’ to enhance and enrich meaning, e.g. alliteration, nomatopoeia.
--[]Uses knowledge developed about word families and word origins to understand the meaning of unfamiliar words, e.g. rhyming words, synonyms, base words.
--[]Uses a simple dictionary to check word meanings.
-Cluster 8
--[]Uses words and phrases for effect, e.g. to create images, to add emphasis, to create atmosphere.
--[]Draws on topic/content knowledge to assist in working out the meaning of unknown words.
--[]Understands relevant vocabulary associated with electronic texts.
--[]Recognises that different words can be used to describe similar concepts, e.g. everyday or technical language, synonyms.
--[]Shows evidence of capacity to improve vocabulary choices in response to purpose and audience when reviewing and editing writing.
-Cluster 9
--[]Uses synonyms for a range of common words.
--[]Uses simple content specific vocabulary in appropriate ways when creating texts.
--[]Uses relevant vocabulary associated with digital technology and electronic texts.
--[]Understands how prefixes and suffixes change word meanings.
-Cluster 10
--[]Demonstrates understanding that words can have different meanings in different contexts.
--[]Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge.
--[]Shows awareness that there are a number of ways to work out the meaning of unknown words.
--[]Finds the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, hesauruses.
-Cluster 11
--[]Makes effective word choices in response to purpose and audience when creating texts.
--[]Demonstrates understanding of new words for new concepts.
--[]Applies knowledge of prefixes and suffixes to understand the meanings of new words and to create new words.
--[]Refines vocabulary choice in response to purpose and audience when editing and reviewing own and peer’s writing.
-Cluster 12
--[]Uses new words for known concepts, e.g. blissful for happy.
--[]Increasingly uses appropriate content vocabulary when creating spoken and written texts about specific topics.
--[]Accurately uses the vocabulary associated with digital technology and electronic texts.
--[]Draws on knowledge of word origins to work out meaning of new words.
Aspects of writing
-Cluster 1
--[]Engages in writing-like behaviour using scribble or strings of letters.
--[]Attempts to write own name, e.g. one or two letters, scribble.
--[]Holds a pencil or crayon effectively to draw and scribble.
-Cluster 2
--[]Clear attempt to write name (may not be correct spelling).
--[]Writes at least one recognisable word (may not be spelled correctly) related to a story book read to them or a picture they have drawn.
--[]‘Writes’ from left to right and leaves spaces between words.
--[]Attempts to form some letters.
--[]Talks about intended ‘writing’ before attempting to ‘write’.
--[]Talks about own writing and drawing.
--[]Experiments with computer mouse and keyboard.
-Cluster 3
--[]Writes first name correctly.
--[]Writes a recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation.
--[]Draws on both personal and imaginary experiences to ‘write’ texts.
--[]Shows understanding that their ‘writing’ conveys meaning.
--[]Vocalises words to approximate spelling.
--[]Begins to develop a simple writing vocabulary, including some high frequency words and words of personal significance.
--[]Uses simple noun groups and adverbial phrases when writing.
--[]Begins to demonstrate understanding of pencil grip, paper placement and posture.
--[]Experiments with creating simple texts on the computer.
-Cluster 4
--[]Writes one or more simple sentences; some words spelled correctly, most letters formed correctly and evidence of sentence punctuation.
--[]Writes to express one or two ideas.
--[]Reads own text aloud to check that it makes sense to others.
--[]Talks about the audience and purpose for texts being written.
--[]Attempts to spell high frequency words that have been taught.
--[]Produces some compound sentences using conjunctions to join ideas.
--[]Uses simple pronoun references.
--[]Forms most letters correctly.
--[]Uses correct pencil grip, paper placement, osture and knows how to self-correct.
--[]With support, uses computer software programs to create simple texts.
-Cluster 5
--[]Selects vocabulary and phrases modelled by the teacher during whole class planning to construct own text.
--[]Engages in the joint production of texts using a variety of mediums, e.g. podcasts, igital stories.
--[]Draws on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes.
--[]Rereads own text to clarify meaning and make some changes to the text.
--[]Uses sentence punctuation and some simple punctuation.
--[]Accurately writes simple and compound sentences.
--[]Uses a range of adjectives to provide more information about nouns.
--[]Writes lower/upper case letters of consistent size and formation in NSW Foundation Style.
-Cluster 6
--[]Creates longer texts supported by visual information, e.g. diagrams, maps, graphs on familiar topics for known audiences.
--[]Begins to use text features such as headings and paragraphs to organise information.
--[]Demonstrates elementary proof-reading and editing, e.g. circles a word that does not look right.
--[]Accurately spells an increasing number of high frequency and topic words.
--[]Uses simple punctuation, e.g. full stops, xclamation marks and question marks.
--[]Writes a sequence of thoughts and ideas.
--[]Experiments with using some complex sentences to enhance writing.
--[]Uses a refined pencil grip, correct posture and paper placement to write more fluently and legibly.
--[]Uses computer functions to edit texts.
-Cluster 7
--[]Plans texts by making notes, drawing diagrams, planning sequence of events or information, etc.
--[]States purpose and intended audience before creating texts.
--[]Spells words with regular spelling patterns correctly and makes plausible attempts at words with irregular spelling patterns.
--[]Applies spelling generalisations when writing.
--[]Uses contraction apostrophes and capitals for proper nouns as well as other simple punctuation.
--[]Writes short, connected and sequenced texts to narrate events or convey information.
--[]Includes different types of verbs using appropriate tense and demonstrates subject-verb agreement.
--[]Uses a computer to produce texts with graphics.
-Cluster 8
--[]Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences.
--[]Experiments with producing/publishing texts using an increasing range of mediums and modes.
--[]Writing shows evidence of revision, editing and proof-reading.
--[]Writes for a wider range of purposes, including to explain and to express an opinion.
--[]Demonstrates a range of spelling strategies to spell unfamiliar words.
--[]Uses quotation marks for direct speech and commas in lists.
--[]Produces a range of grammatically accurate sentences.
--[]Fluently writes letters of consistent size and formation in NSW Foundation Style.
-Cluster 9
--[]Constructs well-sequenced imaginative, nformative and persuasive texts using language appropriate to purpose and audience.
--[]Plans and organises ideas using headings, raphic organisers, questions and mind maps.
--[]Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose.
--[]Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.
--[]Uses a variety of spelling strategies to spell high frequency words correctly.
--[]Uses simple word processing functions such as spell check, grammar check.
--[]Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details.
--[]Uses joined letters of consistent size.
--[]Experiments with creating simple multimodal texts using digital text creation programs.
-Cluster 10
--[]Draws ideas from personal experiences, ther texts and research to create imaginative, informative and persuasive texts for different audiences.
--[]Shows awareness of the need to justify opinions with supporting evidence.
--[]Locates resources and accesses information when planning.
--[]Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information.
--[]Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences.
--[]Uses sentence and simple punctuation correctly.
--[]Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words.
--[]Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information.
--[]Consolidates handwriting that is consistent in form.
-Cluster 11
--[]Writes coherent, structured texts for a range of purposes and contexts.
--[]Deliberately structures language in a way that creates more cohesive imaginative, nformative and persuasive texts.
--[]Shows awareness of accurately acknowledging sources in relevant texts.
--[]Refines writing in response to feedback.
--[]Selects appropriate language for purpose, .g. descriptive, persuasive, topic, technical, valuative, emotive, and colloquial.
--[]Uses topic sentences and appropriately organises main and subordinate ideas.
--[]Experiments with using complex punctuation to engage the reader and achieve purpose.
--[]Applies knowledge of generalisations, eanings of base words and word parts (prefixes and suffixes) to spell new words.
--[]Writes fluently with appropriate size, slope and spacing.
--[]Uses word processing programs confidently and accurately, integrating various functions.
--[]Plans and designs more complex multimodal texts.
-Cluster 12
--[]Writes sustained texts for a wide range of purposes.
--[]Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience.
--[]Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation.
--[]Critically reflects on effectiveness of own/ others’ writing and seeks and responds to feedback from others.
--[]Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience.
--[]Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses.
--[]Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses.
--[]Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables.
--[]Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.
Aspects of speaking
-Cluster 1
--[]Listens and responds to simple oral questions, instructions and requests.
--[]Engages in simple conversations with peers and known adults.
--[]Recounts personal experiences to peers and known adults, e.g. visit to the zoo.
--[]Says some words correctly, speech is becoming fluent.
-Cluster 2
--[]Names a favourite character from a story that has been read.
--[]Shows some changes to pace and volume for emphasis when speaking.
--[]Uses simple sentences/phrases when speaking.
--[]Talks to peers and known adults about personal experiences.
--[]Listens to and accurately relays simple messages.
--[]Participates in whole class discussions.
--[]Articulates most speech sounds (exceptions could be: /l/, /sh/, /z/, /r/, /v/, /th/).
-Cluster 3
--[]Provides a simple justification for an opinion about a favourite character from a story that has been read.
--[]Uses some extended sentences when speaking.
--[]Consistently speaks in an audible, clear and confident way.
--[]Uses pace and volume for emphasis when speaking.
--[]Listens and responds to literary and factual texts read and viewed.
--[]Begins to use active listening and turntaking when engaging in more extended conversations and discussions with peers and known adults.
--[]Contributes ideas in small group and whole class discussions.
-Cluster 4
--[]Provides a detailed justification for an opinion about a favourite character from a story that has been read.
--[]Asks relevant questions using correct word order and intonation.
--[]Makes brief oral presentations to the class.
--[]Begins to adjust register to suit audience and situation.
--[]Views and listens to gain information for a specific purpose.
--[]Contributes to structured group or pair activities involving discussion about familiar texts/topics.
--[]Articulates most speech sounds (exceptions could be: /r/, /v/, /th/).
-Cluster 5
--[]Provides elaboration to questions seeking further information.
--[]Recounts events and experiences in logical sequence.
--[]Consistently makes relevant contributions to class discussions and asks questions to clarify meaning.
--[]Uses register and tone according to purpose and audience.
--[]Listens and responds to instructions, nformation and peer opinions.
--[]Uses interactive skills to show respect for the contributions of others during discussions.
-Cluster 6
--[]Expresses a point of view with supporting information about an expanding range of texts/topics.
--[]Speaks clearly and confidently in a variety of informal situations to a known/familiar audience.
--[]Plans and presents a brief oral presentation about a topic to a familiar audience.
--[]Adjusts register, tone and volume appropriate to situation.
--[]Demonstrates attentive listening across a range of school contexts, e.g. assemblies, performances.
-Cluster 7
--[]Expresses a point of view about a text/topic and listens to and accommodates the viewpoint of others.
--[]Plans and delivers short oral presentations on familiar topics for audiences beyond the immediate classroom, e.g. report or message.
--[]Automatically adjusts speech to suit different audiences, purposes and situations.
--[]Demonstrates attentive listening and viewing for extended periods of time.
--[]Stays on task and participates effectively in longer class and group discussions.
-Cluster 8
--[]Expresses more detailed ideas and justifies a point of view about familiar texts/topics.
--[]Automatically adjusts speech to suit familiar audiences, purposes and situations.
--[]Communicates confidently with a range of less familiar audiences for a wider variety of purposes.
--[]Contributes to collaborative group problem solving to complete a task by questioning, istening and responding to the ideas of others and making suggestions.
--[]Listens and understands a series of instructions related to a task and successfully completes the task.
-Cluster 9
--[]Plans and delivers oral presentations on an extended range of topics for audiences beyond the immediate classroom, e.g. assembly presentations.
--[]Enhances presentations by using some basic oral presentation strategies such as using notes as prompts, volume and change in emphasis.
--[]Discusses the features of different spoken texts, e.g. formal versus informal interactions; persuasive versus informative.
--[]Contributes relevant ideas to discussions, asks questions and re-phrases to clarify meaning.
--[]Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others.
--[]Uses group discussion protocols, e.g. turn taking.
-Cluster 10
--[]Provides detail and supporting evidence in a logical manner when speaking about opinions and ideas.
--[]Engages an audience when making oral presentations by using strategies such as facial expression, gesture, pause and repetition.
--[]Adjusts language used for a similar purpose but different, less familiar audiences, e.g. recount of same event to peer/teacher/ principal, code-switching.
--[]Listens attentively and responds appropriately to spoken and multimodal texts that include unfamiliar ideas and information.
-Cluster 11
--[]Appropriately questions the viewer idea put forward, and expresses disagreement with sensitivity to the perspective of others.
--[]Uses multimedia to enhance meaning when communicating ideas and information to others.
--[]Discusses the use of different registers for different purposes, audiences and contexts.
--[]Logically develops arguments and points of view when planning more formal oral texts such as speeches and debates.
--[]Uses active listening strategies such as rephrasing ideas and clarifying and repairing breakdowns in communication.
-Cluster 12
--[]Effectively sustains a point of view throughout a discussion or debate, rawing on a range of sources to provide justification.
--[]Analyses, synthesises and evaluates the views and reasons put forward by others.
--[]Plans, rehearses and makes adjustments to oral presentations for specific purposes and audiences.
--[]Refines and expands active listening strategies to include strategies such as challenging others’ ideas, providing feedback and support for others.
--[]Listens attentively to more lengthy and challenging spoken and multimodal texts to gather and evaluate key information.
Phonics
-Cluster 1
--[]Identifies one letter that is the same in two words.
--[]Identifies some letter names, e.g. first letter of own name.
-Cluster 2
--[]Identifies two or more letters that are the same in words.
--[]Identifies some letters that are the same in more than one context.
--[]Names some letters in a given word.
--[]Says one of the sounds for letters in a given word.
--[]Writes approximate letters for some sounds.
-Cluster 3
--[]Identifies all letters that are the same in more than one context.
--[]Names most letters in a given word.
--[]Says some of the sounds for letters in a given word.
--[]Blends up to three sounds in words when reading.
--[]Writes letters to correspond with single letter sounds.
-Cluster 4
--[]Names all letters in a word.
--[]Says most sounds in a given word.
--[]Spells unknown words phonetically with most letters in the correct sequence.
--[]Recognises, says and writes names and common sounds of alphabet.
-Cluster 5
--[]Blends initial consonants with common vowel patterns or word families.
--[]Attempts to read more complex words using letter/sound knowledge.
--[]Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words.
-Cluster 6
--[]Segments sounds in consonant clusters to spell unfamiliar words.
--[]Uses familiar words and letter clusters to decode words when reading.
-Cluster 7
--[]Recognises that common suffixes in words can have different sounds, e.g. wanted, alked.
--[]Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat.
-Cluster 8
--[]Knows common sounds for vowel digraphs and uses syllabification when reading/spelling.
--[]Uses knowledge of word identification strategies including blending, segmenting and letter patterns when reading/spelling.
Phonomic awareness
-Cluster 1
--[]Repeats familiar rhyming verses, chants and jingles.
--[]Notices that some words rhyme in verses, hants and jingles.
--[]Beginning to identify words that start with the same initial sound.
-Cluster 2
--[]Identifies rhyming words on some occasions.
--[]Identifies words that start with the same initial sound on some occasions.
--[]Says the word when teacher models onset/rime, e.g. teacher says mmmm/at, child says mat.
--[]Segments spoken multisyllabic words into syllables, e.g. ba/na/na when clapping.
-Cluster 3
--[]Consistently identifies words that rhyme.
--[]Consistently identifies words that start with the same initial sound.
--[]Provides a word starting with a given sound.
--[]Orally blends two and three sounds to make a word.
--[]Segments words orally into onset and rime, .g. t-ent.
--[]Segments one-syllable words (up to three sounds) into separate sounds.
-Cluster 4
--[]Says the new word when asked to delete one phoneme (phoneme deletion).
--[]Says the new word by adding a phoneme to an existing word (phoneme addition).
-Cluster 5
--[]Says the new word when one phoneme is substituted for another (phoneme substitution).
-Cluster 6
--[]Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin with /k/.
Concepts about print
-Cluster 1
--[]Shows beginning awareness that print relates to spoken language.
--[]Identifies writing in a picture or poster.
--[]Recognises the meaning of some letters and symbols, e.g. common logos, street signs.
--[]Knows how to handle books, e.g. turns pages, looks at detail in pictures.
--[]Shows awareness that print and images are different (in print and on screen).
--[]Shows beginning awareness of reading from left to right.
--[]Is learning to point to the first word to read a sentence or story.Cluster 2
-Cluster 2
--[]Identifies one or more capital letters when prompted.
--[]Names a full stop.
--[]Identifies a word in print.
--[]Identifies a letter in print.
--[]Indicates left to right.
--[]Points to the first word to read.
--[]Indicates return sweep to left at the end of a line of text.
--[]Identifies a letter on a keyboard.
--[]Knows the difference between letters and numerals.
--[]Understands that print conveys meaning.
--[]‘Reads’ storybooks beginning at the front and finishing at the back of the book.
-Cluster 3
--[]Names a full stop and knows its purpose.
--[]Identifies a capital letter.
--[]Identifies the first letter in a word.
--[]Identifies the last letter in a word.
--[]Reads left page before right.
--[]Understands that words and the spaces between words contribute to meaning.
--[]Shows awareness of beginning screen management skills, e.g. scrolling.
-Cluster 4
--[]Identifies a number of capital letters.
--[]Uses capital letters for names.
--[]Identifies a sentence.
--[]Understands that words are read the same way each time.
--[]Identifies simple screen functionality, e.g. buttons, menus.
-Cluster 5
--[]Understands that punctuation and capital letters support meaning.