Literacy Levels



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Language and Literacy Levels across the Australian Curriculum: EALD Students

Levels 1 - 6

|Composing learning area texts|Level 1 Level 1b: use informal |Level 2 Level 1c use |Level 3 Level 1d use |Level 4 |Level 5 |Level 6 |

| |behaviours to intentionally |conventional behaviours &/or |conventional behaviours and/or |(End of Reception) |(End Year 1) |(End Year 2) |

| |communicate a single message |concrete symbols to |abstract symbols consistently in| | | |

| |consistently in familiar |intentionally communicate more |different contexts and with | | | |

| |environments with familiar |than one idea at a time |different people to communicate | | | |

| |people |consistently across an |intentionally and consistently | | | |

| | |increasing range of environments|in different contexts and with | | | |

| | |with familiar and unfamiliar |different people | | | |

| | |people | | | | |

|Oral interactions |Demonstrates anticipation of |Responds appropriately to tone |Follows instructions with less |Understands familiar brief, one |Understands a wide range of less|Understands two to three or four|

| |routines and follows single |of voice: ‘Well done’; ‘Don’t!’ |dependence on non-verbal |and two step instructions and |formulaic commands and questions|step instructions for |

|From: The Australian |simple instructions when |and when key words are stressed |elements in context and |commands with less dependence on|if meaning clear through |undertaking learning tasks with |

|Curriculum: Literacy |strongly directed and supported |in context: ‘Look in your tray’ |demonstrates understanding of |non-verbal or visual elements. |gesture, visual support and key |little dependence on non-verbal |

|continuum across stages of |with modelling and gestures: | |simple written and/or visual | |words stressed: ‘Make sure you |elements in context |

|schooling |‘Sit’ | |commands such as signs in public|Understands a range of |bring your consent form | |

| | | |places: No running; or in the |statements linked to immediate |tomorrow’ | |

|By the end of Reception | | |classroom, indicating |context: I’ll show you the | | |

|students: | | |instructions for routine |title. We go right to the front.| | |

|use short pair, group and | | |activities: Cut, Write your name|It says ‘Jet the little robot’. |Understands a range of |Understands key information and |

|class conversations and | | | |That’s the title. It tells us a |statements related to a field of|responds to questions about |

|discussions as learning tools| | | |little bit about the book |study: ‘The tadpole grows its |learning area topics: What am I |

|to explore learning area | | |Understands and responds to | |hind legs before its front legs’|riddles to identify shapes in |

|topics and to prepare for | |Responds to limited range of |basic intonation patterns of |Responds to a small range of |and with scaffolding expresses |Maths, identifying location in |

|creating texts |Begins to respond to the most |‘wh’ questions: ‘Where did you |questions: What do you think |brief questions: yes/no: ‘Do you|similar statements |Geography and details of setting|

| |basic ‘wh’ questions: ‘What is |come from?’; 'How old are you?’ |this book is going to be about? |want to come?’ and "wh" | |in a narrative |

|By the end of Year 2 |your name?’ | |A monkey, a rabbit and a bear; |questions: How does your animal |Responds to a range of longer | |

|students: | | |What happens during the hot |move?; It has legs. Why do you |‘wh’ questions: Can you tell me | |

|use pair, group and class | | |season? Fire burns, sit in the |like that page/ character? |what seasons we have? Hot season| |

|discussions as learning tools| | |shade and swim/ Where do you |because I like it; because he is|and dry season. Are there any | |

|to explore learning area |Responds in basic spoken |Responds in basic spoken |swim? On the dam |strong: What’s going to happen |changes we know happen every | |

|topics, to represent ideas |formulaic exchanges of one or |formulaic exchanges of two or | |in the story do you think? She’s|year? There’s time for bush | |

|and relationships and to |two turns with familiar people: |three turns: |Initiates basic spoken exchanges|going to buy a new toy |potato, flower, coconut, time | |

|prepare for creating texts |greets in formulaic way: Good |makes a greeting and responds |involving two or three turns and| |for bush tomatoes. | |

| |morning and |provides comment: I got a new |participates in short, almost |Engages in short predictable | | |

| |responds to next turn ‘How are |jumper; he sad |formulaic exchanges and, if |spoken exchanges relying less on|Participates with confidence in | |

| |you?’ with a non-verbal | |possible to memorise segments, |memorised texts with some |shared oral texts giving | |

| |response: a smile or other | |slightly longer spoken texts: |confidence: |comments on personal experience:|Participates in casual everyday |

| |facial movement | |buying food at the canteen |shares likes/dislikes |What part of the story do you |conversation about familiar |

| | | | |recounts a shared experience |think couldn’t really happen? |topics with familiar people and |

| | | | |short pair, small group and |The hen can’t go the house |group/class discussion using |

| |Engages with whole class | |Participates in simple group |class discussions related to |everyday. Why? Because it could |familiar structures eg sharing |

| |reading/viewing/singing of |Participates in short, simple |activities involving spoken |learning area topics or to |get too tired; How old is your |ideas for conducting an |

| |familiar texts by for example |texts with repeated, memorisable|language accompanying action: |prepare for creating texts: |Granpa’s teddy? He’s older than|investigation; to generate ideas|

| |attending to pictures and |items: rhyme/raps/chorus; lists |dance, games, making simple |think, pair, share |me and my Mum |or make editing suggestions for |

| |joining in any actions or |of numbers; days of week |things, basic science or maths | | |a jointly composed text |

| |chorusing copying actions and | |activities | | | |

| |mouthing words or echoing peers | | | | | |

|Composing learning area texts|Level 1 Level 1b: use informal |Level 2 Level 1c use |Level 3 Level 1d use |Level 4 |Level 5 |Level 6 |

| |behaviours to intentionally |conventional behaviours &/or |conventional behaviours and/or |(End of Reception) |(End Year 1) |(End Year 2) |

| |communicate a single message |concrete symbols to |abstract symbols consistently in| | | |

| |consistently in familiar |intentionally communicate more |different contexts and with | | | |

| |environments with familiar |than one idea at a time |different people to communicate | | | |

| |people |consistently across an |intentionally and consistently | | | |

| | |increasing range of environments|in different contexts and with | | | |

| | |with familiar and unfamiliar |different people | | | |

| | |people | | | | |

|Oral interactions & | | | | | | |

|presentations |Uses single words but relies on |Uses 2 or 3 key words with |Expresses statements, questions |Shows developing control of |Express statements, questions, |Chooses basic ways of expressing|

| |actions to make meaning: Book |stress and gesture to express |and commands in basic ways, |statements, questions and |commands and offers, with some |statements, questions, offers |

|From: The Australian |as a statement meaning ‘This is |basic speech functions: |using key words and relying on |commands with basic structures: |accuracy |and commands with greater |

|Curriculum: Literacy |my book’ |statement: He go toilet for ‘He |tone, intonation and actions: |statement: I eat eggs |shows control of formulaic |accuracy: |

|continuum across stages of |as a question meaning ‘Where is |went to the toilet’ |statement: This my pencil; No |question: Is it lunch yet? |yes/no questions: Do you like |uses a range of yes/no |

|schooling |my book?’ |question: My turn? for ‘Is it my|understand; … then I’ve got that|command: Push it |chocolate? |questions: Have you got my book?|

| |as a command meaning ‘Give my |turn?’; You Sister? for ‘Have |much far to go (arms | |developing control of | |

|By the end of Reception |book back’ |you got a sister?’ or Is this |outstretched to indicate | |wh-questions: Where you buy it? |uses a small range of ‘wh’ |

|students: |Yes/No/More/No more |your sister? |distance) | |commands using common |questions with varying degrees |

|use short pair, group and |to refuse or reject an |command: Me ball for ‘Give me |question: uses a limited range | |vocabulary: Don’t push in front |of accuracy: Where did you go in|

|class conversations and |object/offer |the ball’ |of yes/no questions: You got my | | |the holidays?; What happened to |

|discussions as learning tools|to express a preference | |ball? | | |your mother before you’re here? |

|to explore learning area |to request continuation of | |command: Sit here | | |(sic); What thing will you like |

|topics and to prepare for |activity; something new | | | | |to do on the 10 week of school? |

|creating texts | | |Participates with intensive | | |(sic) |

|plan and deliver short | | |support in texts such as morning| |Presents with support a small | |

|presentations related to | | |talks, simple personal recounts | |range of short, simple oral |Presents with increasing |

|learning are topics | | |and small group work to: |With reliance on modelling and |presentations on familiar or |confidence a small range of |

| | | |comment on people, events and |scaffolds, gives very short |everyday personal and learning |longer oral presentations on |

|By the end of Year 2 | | |objects in the past, present and|presentations related to |area topics eg ideas on how to |personal and learning area |

|students: | | |future: Boy is sad |learning area topics (eg |look after and share an |topics; incorporating some |

|use pair, group and class | | |ask questions |favourite book character or ‘My |important place or comparing a |visual elements such as a poster|

|discussions as learning tools| | |to convey knowledge about |special place’) and responds to |toy of theirs to one of their |they have made or photos taken |

|to explore learning area | | |learning area topics |teacher questions |grandparents |to show sequence of events in |

|topics, to represent ideas | | | | | |carrying out a task |

|and relationships and to | | |Pronounces most frequently used | | | |

|prepare for creating texts | | |words, groups and phrases | | | |

|plan, rehearse and deliver | | |comprehensibly and with mostly | | | |

|short presentations on | | |appropriate tone and stress | |Uses pronunciation that |Uses a number of strategies to |

|learning area topics, | | | | |increasingly approximates |pronounce a range of less |

|incorporating some visual and|Pronounces only the most |Pronounces comprehensibly | |Pronounces most frequently used |Australian English |familiar words, including |

|multimodal elements |familiar words and phrases |frequently used words and | |words and phrases comprehensibly| |changing the stress pattern of |

| |comprehensibly |phrases | |and attempts to pronounce some | |the word |

| | | | |less familiar words, repeating | | |

| | | | |if necessary | | |

|Composing learning area texts|Level 1 Level 1b: use informal |Level 2 Level 1c use |Level 3 Level 1d use |Level 4 |Level 5 |Level 6 |

| |behaviours to intentionally |conventional behaviours &/or |conventional behaviours and/or |(End of Reception) |(End Year 1) |(End Year 2) |

| |communicate a single message |concrete symbols to |abstract symbols consistently in| | | |

| |consistently in familiar |intentionally communicate more |different contexts and with | | | |

| |environments with familiar |than one idea at a time |different people to communicate | | | |

| |people |consistently across an |intentionally and consistently | | | |

| | |increasing range of environments|in different contexts and with | | | |

| | |with familiar and unfamiliar |different people | | | |

| | |people | | | | |

|Using visuals in multimodal |Relies on gestures and/or visual|Communicates in spoken texts |Begins to draw basic diagrams |Constructs simple drawings, |Uses photos and drawings to |Includes own drawings, and |

|texts |images to convey meanings in |using visual images and gestures|and maps relating to the |diagrams and graphs which carry |express ideas, often relying on |simple labelled diagrams as |

|By the end of Reception |spoken texts relating to |to convey more complex meanings |learning context eg map of |much of the meaning, supported |them to carry a large part of |illustrations to express ideas |

|students: |immediate context |or when context is not |layout of classroom |by brief accompanying written |the meaning, with their brief |and extend written information |

|compose short learning area |expresses a preference by |immediately present: | |text (eg basic life cycle of a |written text supporting or |in texts eg to support |

|texts, with support, to |pointing to an image/ object; |uses pictures to show how s/he |Draws or selects pictures to: |frog, graph of number of family |extending the meanings made in |explanations |

|record and report ideas and |circles a sad or happy face next|came to school |comment on people, events and |members; labelled drawing of |the visuals | |

|events, incorporating drawing|to images; or draws a picture of|sequences and relies on photos |objects in the past, present and|local playground; simple | |Selects and pastes in images of |

|and other visual knowledge |their favourite |taken during a recent event or |future and to ask questions eg |timeline of events in familiar |Represents a 3D model with a |relevant objects to support |

|By the end of Year 2 |character/place/activity |shared experience eg Sports Day |draws and sequences pictures of |story; Venn diagrams to show |drawing and uses arrows to |meaning in texts created on |

|students: | |or class excursion to talk about|self as a baby, toddler and |similarities and differences |indicate direction and path of |computer |

|compose and edit a small | |elements of it |school student and use them to | |movement. Uses it to support | |

|range of learning area texts,| |uses pictures from a book or |tell their story of growing up | |oral directions |Uses tables and simple graphs to|

|incorporating illustrations | |stills from a video to attempt a|convey knowledge about learning | | |record findings |

|and simple graphics | |basic retell of a very familiar|area topics: sort/draw objects | |Draws number lines and draws | |

|From: The Australian | |story |in tables or mind maps to show | |objects to visually represents a|Draws a simple ‘bird’s-eye view’|

|Curriculum: Literacy | | |features | |mathematical problem |map using a grid reference and |

|continuum across stages of | | | | | |uses it to create written |

|schooling | | | | | |instructions of how to get from |

| | | | | | |one point to another eg on |

| | | | | | |school grounds |

|Written texts |Copies a strictly limited range |Copies and collaboratively |With a high degree of visual and|With a high degree of reliance |With support, constructs |Constructs with some confidence |

|By the end of Reception |of very short, basic examples of|constructs with teacher a |teacher scaffolding, constructs |on visual support and modelled |familiar learning area genres |examples of a limited range of |

|students: |Standard Australian English in |strictly limited range of very |components of elementary genres,|texts, constructs very short |with some confidence. Their |genres as appropriate to Year 2 |

|compose short learning area |highly structured contexts with |short basic examples Standard |relying heavily on modelled |(3-5 short sentences) elementary|texts increase in length (4-6 |Learning Area tasks (see Text |

|texts, with support, to |support: |Australian English: |texts |examples of a very limited range|longer sentences: half to full |knowledge: Organisational |

|record and report ideas and |copies words and short sentences|copies short sentences scribed |writes simple phrases to |of basic genres, in which they |page, depending on size of |structures). In these texts |

|events, incorporating early |relating to immediate context |by teacher |describe and accompany provided |present ideas in simple logical |script) as they begin to include|they use: |

|writing knowledge |and/or visuals |uses cards of common words and |visual materials (tables |order |a little more detail and |known topic information |

|By the end of Year 2 | |phrases to construct own |illustrations, diagrams,) | |elaboration |familiar, mostly spoken-like |

|students: |May ‘play’ write: writes random |sentence to then copy |writes 2 or 3 phrases about |Mostly uses accurate letter | |language structures |

|compose and edit a small |letters and symbols |labels pictures of items |themselves |formation |Uses accurate letter formation |accurate letter formation and |

|range of learning area texts,|Forms a few identifiable letters|relevant to immediate context |Organises visual and basic | |and mostly uniform size |uniform size |

|incorporating known topic | |Forms mostly identifiable |written information in logical |Consistently uses spaces between| | |

|information and familiar |Writes predominantly left to |letters |order |words and return sweep when | | |

|language structures |right |Writes predominantly left to |Forms identifiable letters |writing | | |

| | |right and top to bottom |Mostly uses spaces between words| | | |

|Text knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Organisational structures of |Procedure/Recount/ Narrative |Procedure: organises visuals |Procedure: matches objects with |Procedure: relying on modelled |Procedure: using a template |Procedure: independently composes |

|learning area texts |Retell: sequences pictures of|in sequential order |the word and draws pictures of |texts and writing framework, |records goal, ingredients and/or |simple texts with goal, |

| |known story or a familiar | |objects needed; sequences pictures|constructs simple procedure of |utensils and steps using |ingredients/utensils and steps, using|

|By the end of Reception |activity | |to wording or numbering of steps; |familiar activity; organises |subheadings |sub-headings |

|students: | | |names action in each step |method in sequence | |Recount: adds a brief evaluation in |

|use knowledge of some basic | | | |Recount/Narrative Retell: with | |personal recounts; writes simple |

|differences between | | |Recount/Narrative Retell: orally |support of photos, pictures and/or|Recount/Narrative Retell: begins |procedural recounts of steps in a |

|imaginative and informative | |Recount/Narrative Retell: |retells events, supported by |own drawings: recounts personal |to add detail to orientation and |process in sequence and simple |

|texts to select and use texts| |draws pictures of a setting |visuals and includes a brief |events; writes simple statements |occasionally adds a brief |observational recounts over a series |

|and compose simple learning | |and a sequence of events. |orientation of who, what, where, |of observation in Science; or |reorientation or evaluation/ |of days/weeks; begins to construct |

|area texts with teacher | |Retells known story/event by |when; relying heavily on models, |retells well known stories. |resolution |elementary historical recounts, |

|support | |naming visuals |attempts to write a brief personal|Includes a simple orientation and | |drawing pictures, and annotating |

| | | |recount, containing a time phrase |organises events according to | |simple timelines or web diagrams |

|By the end of Year 2 students| | |as orientation and a few simple |time. | |Narrative: begins to write own brief |

|use: | |Description: Labels drawings |events; attempts a simple retell | | |texts with simple setting, storyline |

|knowledge of the structure | |of items relevant to |of a story drawing 3 pictures and |Description/Report: sorts | |and attempted ending and simple brief|

|and features of learning area|Description: Copies words to |immediate context |giving 3 simple statements to |information under headings; draws |Description/Report: writes several|narratives built around historical |

|texts to comprehend and |label pictures | |represent the beginning, middle |pictures and writes several pieces|sentences of logically ordered |events |

|compose a growing range of | | |and end of the story |of information about an object or |information; matches information |Description: writes simple |

|texts with teacher support | | | |a living thing; writes simple |to subheadings, a series of photos|descriptions of historical people and|

| | | |Description: relying heavily on |statements of comparison in Maths |or questions provided as writing |places; tentatively uses a simple |

|From: The Australian | | |models, writes two or three things|Explanation: sequences visuals of |frameworks |introductory sentence: |

|Curriculum: Literacy | | |about him/herself that relate to |a familiar event in the natural |Explanation/Science |Report: begins to use subheadings to |

|continuum across stages of | | |appearance, family or home |world eg flower growing; draws |Investigations: orally names key |construct short text covering a few |

|schooling | | | |pictures and gives a simple oral |events in sequence; completes |aspects or characteristics |

| | | | |explanation |investigation template with single|Explanation: constructs brief |

| | | | |Exposition (Argument): relying |words, ticks or circling; records |sequential explanations with |

| | | | |heavily on modelled texts, writes |results in a sentence. |logically ordered events, to support |

| | | | |a statement of position, one or |Exposition (Argument): based on |visual representation of each stage |

| | | | |two reasons in support and |modelled texts constructs a simple|(eg flowchart) |

| | | | |restates position |statement of position, with one or|Exposition (Argument): constructs |

| | | | |Response: demonstrates |two brief reasons and restates |brief introduction and series of |

| | | |Response: answers simple questions|understanding of short, |position |points/reasons (3-5) with little or |

| | | |about main characters/main ideas |illustrated text or performance, |Response: responds personally to a|no elaboration to support them |

| | | |in a short familiar |orally and/or with drawing and |performance or an illustrated |Response: answers scaffolding |

| | | |well-illustrated text; draws their|accompanying sentence/s: |story that has been read aloud: |questions to state main idea or |

| | | |favourite part of a story and |identifies favourite character |draws a picture and writes a |message of book/performance, or |

| | | |says/writes a simple sentence |and/or part of the story and |sentence or two about how they |recall a range of literal facts; |

| | | |about it |states why. |felt about a character or key |comments on a small range of |

| | | | | |event in the story/performance |inferences eg what the character |

| | | | | | |thinks/feels at key points of the |

| | | | | | |story/performance |

|Text knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Text cohesion | | | | | | |

| | | |Relying heavily on modelled |Based on modelled texts uses |Relies on formulaic openers to |Uses a limited number of |

|Foregrounding | | |texts, uses simple and |formulaic resources to begin a |begin a text: |features to structure and |

|text and paragraph openers, | | |repetitive sentence beginnings. |text: |in a small range of spoken |organise a text: |

|including headings, | | |copies or writes a single |begins a recount with |exchanges, relies on memorising |uses a small range of formulaic |

|sub-headings | | |sentence beginning with a |circumstance of time: On the |some of the initiating phrases: |initiating and closing phrases |

|text connectives | | |personal pronoun: I am fishing; |weekend; On Saturday |Hello; Can I please have… |in short spoken texts Good |

|sentence openers | | |My family celebrates Easter | |begins retell of narrative with |morning; Today, I’m going to |

| | | |uses topic as repetitive | |a circumstance of time: One day;|talk about …; Any questions or |

|By the end of Reception | | |sentence opener: The wolf look | |Once upon a time |comments? |

|students: | | |like dog; The wolf live in | | |with support uses simple |

|use beginning knowledge of how | | |Albania; The wolf eat mouse; | | |sub-headings in information |

|language is used to comprehend | | |Barty new hat; Barty’s hat got | | |report: Size; Food; Habitat; and|

|and compose written texts with | | |stolen; Barty’s hat cumd back | | |in procedure: You need; What to |

|support | | | | | |do |

| | | | | | |uses a narrow range of text |

|By the end of Year 2 students: | | | | | |connectives to signal stages in |

|use knowledge of how texts are | | | | | |text or to show logical |

|made cohesive through word | | | | | |connections between paragraphs |

|repetitions and associations, | | | | | |and sentences: Then; Now; Also; |

|synonyms and antonyms to | | | | | |So |

|comprehend and compose texts | | | | | | |

| | | | | | |Uses a narrow range of sentence |

|From: The Australian | | | | |Uses a narrow range of |openers. Foregrounds |

|Curriculum: Literacy continuum | | | | |formulaic/patterned sentence |action (doing) verbs in |

|across stages of schooling | | | |Uses repetitive beginnings of |openers. Foregrounds: |procedures |

| | | | |sentences in own writing, |action (doing) verbs in |2-3 circumstances of time at key|

|Note: While it is important to | | | |frequently personal pronouns |procedures and protocols: Do not|stages of recounts, narratives |

|teach about synonyms, antonyms,| | | | |walk in the bushes; Do not block|and explanations: Today; This |

|word repetitions and | | | | |the stream with rubbish |morning; Two weeks ago; One very|

|associations as language | | | | |1 or 2 basic very short phrases |stormy night, After two months, |

|choices that help make a text | | | | |of time and place in recounts: |After a while |

|cohesive, they are not included| | | | |On Chinese New Year; After lunch|name or pronoun to refer to |

|in these levels as they are | | | | |name of person/thing that is the|person/thing that is the topic |

|reflected in, and therefore | | | | |topic of a description/report |of a description/report |

|taken into account, in a | | | | | | |

|student’s range and control of | | | | | | |

|words, word groups and | | | | | | |

|vocabulary. | | | | | | |

|Text knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Text cohesion (cont) | | | | | | |

| | |Uses one or two examples of |Uses most basic pronouns |Uses a small range of reference |Uses a limited range of |Uses a narrow range of language |

|Reference (pronouns and | |pronoun reference: I; he |accurately most of the time: I; |items accurately some of the time|language resources to help make|resources that help make a text |

|substitution) | | |he; we; it; you; my | |a text cohesive: |cohesive: |

| | | | |possessive pronouns: my; their; |uses a greater range of |mostly accurate use of pronouns |

|By the end of Reception | | | |your; his; her; our |pronouns: I; me; my; we; they; |to refer to people and objects |

|students: | | | |third person pronouns: it; they; |them; you; he; his; him; it |begins to use substitution: It |

|use beginning knowledge of how | | | |he; she; him; her |accurately most of the time to |did go slow. Well my one did. |

|language is used to comprehend | | | |demonstrative pronouns: this |refer to people and objects: | |

|and compose written texts with | | | |(pointing to object) |People give us red envelopes. | |

|support | | | | |They have coins in them | |

| | | | | | | |

|By the end of Year 2 students: | | | | | | |

|use knowledge of how texts are | | | | | | |

|made cohesive through word | | | | | | |

|repetitions and associations, | | | | | | |

|synonyms and antonyms to | | | | | | |

|comprehend and compose texts | | | | | | |

| | | | | | | |

|From: The Australian | | | | | | |

|Curriculum: Literacy continuum | | | | | | |

|across stages of schooling | | | | | | |

| | | | | | | |

|Grammar Knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Sentence structures | | |Begins to compose simple |Composes mostly complete simple |Composes mostly accurate simple |Composes simple sentences with |

| |Speaks/writes (copies) 1 or 2 |Begins to string words together |sentences to record and report |sentences that may include a |sentences, with a short noun |short noun groups and one or two|

|Simple |word groups/phrases: me, book |to approximate a simple sentence|events with varying accuracy and|circumstance: On Saturday I went|group as participant: It has a |circumstances: Keep going south,|

|Compound coordinating (linking) | |in spoken texts: I go Kim house |relying on repetitive |shopping. After I played with my|round body; He has a red cape; |to the trees; On Wednesday 27th |

|conjunctions | | |structures: The wolf look like |brother. We played chasey. |and/or a circumstance at the end|of June our class, room 3 went |

|Complex | | |dog; The wolf live in Albania; |On Wednesday we go to library; |of the sentence: I am at the |to Kings Park |

|subordinating (binding) | | |The wolf eat mouse; Barty new |He got him out of the dam |beach; Kids used to sit in rows | |

|conjunctions | | |hat; Barty’s hat got stolen; | |of tables | |

| | | |Barty’s hat cumd (sic = came) | | |Composes compound sentences |

|By the end of Reception | | |back | | |formed by a range of |

|students: | | | |Begins to compose compound |Composes compound sentences |coordinating (linking) |

|use simple sentences to record | | |Begins to link ideas in a text |sentences with varying accuracy,|formed by a small range of |conjunctions: and, and then, |

|ideas and events with emerging | | |with the simplest coordinating |linking ideas with the simplest |coordinating (linking) |but, or, so: Go round the seat |

|knowledge of word order | | |(linking) conjunction and |coordinating (linking) |conjunctions with varying |and go south; A square is like a|

| | | |in very basic written texts |conjunctions: and, and then: |accuracy: and, and then, but, |diamond but it …; I wanted to go|

|By the end of Year 2 students: | | |relying on learned |in longer strings in spoken |so: I didn’t like it and it made|in so I tried to open the door; |

|use simple and compound | | |words/patterns: On Sunday I went|texts: I can do a flip into the |me sad. They saw Queenie in the |Some have more air or they …; We|

|sentences to record | | |to school and I went to church |pool and I play stuff with my |lake and then they took her |put potting mix in and then... |

|observations, and make | | |and I went to shop |sister and my sister has a |home. Kaitlin’s mum and dad | |

|connections between ideas | | |in simple spoken texts relying |mermaid and I throw it in the |didn’t think it was right so |Composes complex sentences with |

| | | |on words/ phrases from studied |water and then I get it |they took it to the farm; I |varying accuracy using: |

|From: The Australian Curriculum:| | |book/topic: I think the robbers |joining two clauses in written |thought the sound would be the |2 or 3 different common |

|Literacy continuum across stages| | |get from jail and break all the |texts: After, I brushed my teeth|loudest but it was the softest. |subordinating (binding) |

|of schooling | | |metal bars and break out of jail|and I went to bed; It got two |Begins to compose complex |conjunctions: because, when, |

| | | |and a policeman comes along to |leaves and then it got a flower |sentences using one of the most |after, if, so (meaning so that):|

| | | |get them | |common subordinating (binding) |When we got to school, …; A |

| | | | |Uses because to compose an |conjunctions: because: I chose |tissue box is a rectangle |

| | | | |incomplete sentence (a dependent|the very hungry caterpillar |because …; People go to school |

| | | | |clause only) in response to a |because I like curly |so they can learn; If we do not |

| | | |May begin to use because to |question: What makes you think |caterpillars |have fresh water, … |

| | | |compose incomplete sentence |that? because most times it | |simple non-finite clauses (‘to +|

| | | |(dependent clause only) in |happens; Why did it move that |May begin to use the simplest |verb’ meaning ‘in order to + |

| | | |response to question: Why do you|way? because its round |non-finite clauses, using ‘to + |verb’): she followed the thief |

| | | |think that? because sometimes | |verb’ (meaning ‘in order to + |to get the bag; the fairy cast a|

| | | |robbers sometimes rob | |verb’): I used a number line to |spell to make him happy |

| | | | | |help me count; I went to the | |

| | | | | |shops to buy some lollies. | |

|Grammar Knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Punctuation | | | | | | |

| | | |Experiments with capital letters|Uses lower case appropriately |Uses capitals to begin sentences|Mostly uses full stops |

|Sentence level: capitals to | | |and full stops. For example may |most of the time |and full stops to end with |accurately and begins to use |

|begin and full stops, question | | |use capital to begin text and | |varying accuracy (50% - 79% |question and exclamation marks |

|marks or exclamation marks to | | |full stop to end, or may use a |Begins to use capitals to begin |correctly punctuated) |with some accuracy (at least 80%|

|end | | |full stop at the end of every |sentences and full stops to end | |correctly punctuated) |

|Basic punctuation: | | |line |(1 or 2 sentences with |Begins to use capitals for | |

|capitals for proper nouns | | | |punctuation at beginning and |proper names with varying |Mostly uses lower and upper case|

|commas in lists | | | |end) |accuracy: Captain hairy Legs |accurately |

| | | | | |(sic = Hairy) |mostly uses capital letters to |

|Note: The Australian Curriculum:| | | | | |begin sentences |

|Literacy continuum across stages| | | | | |mostly uses capital letters |

|of schooling does not include | | | | | |accurately for proper nouns: |

|reference to punctuation. The | | | | | |Captain Black Patch was in a |

|information included here | | | | | |boat called the Pinky Winky |

|corresponds to The Australian | | | | | | |

|Curriculum: English | | | | | |Begins to use commas in lists |

|Grammar Knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Words and word groups | | | | |Uses a small range of verbs to |Uses wider range of verbs to |

| |Understands a narrow range of |Understands a small range of |Uses a limited range of verbs to|Uses a narrow range of verbs to |express processes of: |express processes of: |

|Verbs and verb groups/phrases |action verbs expressing: |verbs expressing common actions:|express processes of: |express processes of: |doing: he steals kids; water |doing: cast a spell; melt |

|representing different processes|common activities: sit, run, |stand, pack up. |doing: he walk; he sit; he look;|doing: it draws; Santa gives |froze; I ride my bike; the dove |chocolate; chicks crawl; |

|(doing, sensing, saying, |kick, sing, cry, laugh | |he come to school; he make some |presents; build a snowman; drink|flew down; pecked his foot |arrived; might escape |

|relating) | |Begins to use a very limited |boat; he put some fish; I play |hot chocolate; watching TV; they|sensing: I think the elephant is|sensing: the boy thinks …; |

|tense | |range of verbs expressing common|with Kaihla |jumped; it rolls |cool; I didn’t like it |no-one liked him; he loved it; I|

|subject/verb agreement | |actions as single words or part | |sensing: I think kittens are the|saying: I said I was sitting |chose it |

| | |of 2-3 word phrases in response |Begins to use a very limited |best pet; I like it |near the teacher |saying: he is telling her |

|By the end of Reception | |to questions: eat; cooking; my |range of verbs to express: |relating: I am a baby; they are |relating: I am ; my boxes are |relating: a wombat looks like a |

|students: | |mum buy for me; go Grandma’s |sensing: he wants it |round; my plant was a seed; it |different; it was the softest; I|small bear; a boat called the |

|recognise that texts are made up| |house; cutting the grass |relating: it was fun; the bell |has legs;; it is flat |have 4 candles; it made me sad |Pinky Winky |

|of words and groups of words | | |is fatter; these things are | |Demonstrates control of simple | |

|that make meaning | | |shorter |Demonstrates some control of |tenses for most common regular |Demonstrates control of simple |

| | | | |simple tenses: |and some irregular verbs: |tenses for a small range of |

|By the end of Year 2 students: | | |Begins to use, with limited |present: has; like; gives |present: eat; bring |verbs: |

|recognise and use nouns that | | |control and consistency: |past: was; walked; said; played:|past: landed; pecked; watched; |including past tense form of |

|represent people, places, things| | |simple past tense for common |brushed; had |came; used to sit (by |most common irregular verbs: |

|and ideas in the learning area | | |actions: opened; hopped; went |future: I’ll get; the shoe is |themselves) |did; saw; took; ate |

|and expand nouns to achieve | | |simple future for common |going to be cold |future: I’ll invite; I’ll give; |may still lack control of less |

|greater precision | | |actions: will get | |I’ll make; it will die |common irregulars: brang for |

| | | | |Overgeneralises rule of adding |Inconsistent control of some |brought |

|From: The Australian Curriculum:| | | |‘ed’ for past tense with common |less common irregular verbs: |Begins to gain control of |

|Literacy continuum across stages| | | |irregular verbs: growed for |throwed for threw; He hold (sic |complex verb groups using: |

|of schooling | | | |grew; heared for heard |= held) it in a special way. |elaborated tenses: they were |

| | | | | |Demonstrates some control of |running; we are using it; he is |

| | | | |Inconsistent tense in a compound|complex verb group using: |digging; |

| | | | |sentence: I drink hot chocolate |multi-word verb groups: his |with some inconsistency: have |

| | | | |in bed and watching TV |friends tried to help |grow; the world is having more |

| | | | |Begins to use, with limited |negatives: I didn’t like it; it |people |

| | | | |control, a small range of |doesn’t have a name; do not walk|multi-word verb groups: he loved|

| | | | |complex verb groups using: |on the grass; I can’t see any |to dance; we need to change; |

| | | |Attempts to express negative |negatives: I don’t know; |modals: it can walk; I can ride;|keep going; is trying to tell |

| | | |form of verbs: I no catch them; |modals: we can swim |I can’t see any |me; it starts off |

| | | |they go not anymore; I not good | | |negatives: if we do not have |

| | | |English | | |fresh water, we will not survive|

| | | | | | |modals: the plant can get water;|

| | | | | | |it did float |

| |Demonstrates limited and inconsistent control of subject-verb agreement. |Demonstrates generally consistent control of subject verb agreement with simple, everyday, |

| | |subjects and for a small range of verbs. I am; they are; it was; I have; it draws |

|Grammar Knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Words and word groups (cont) | | | | | | |

| | |Understands very basic |Uses very basic phrases to |Uses a limited range of basic |Uses a narrow range of adverbs |Uses a small range of adverbs |

|Adverbs, adverb groups/phrases | |prepositions and phrases |express circumstances of place |phrases to express the |and phrases to express |and phrases to express |

|and prepositional phrases to | |expressing circumstances of |and time: with varying accuracy:|circumstances of events with |circumstances of events with |circumstances of events, |

|express the circumstances | |place: on the table; inside; |he walk in the jungle; he pass |greater accuracy: |greater frequency and accurately|sometimes including two |

|surrounding happenings and | |outside; in the box |in the big tree; he sit on the |place: under the table; in bed; |most of the time: |circumstances in a sentence: |

|states | | |ground; he put some fish on the |to school; at the beach; out of |place: at the front; on the |place: into the bowl; from the |

|place | |Begins to use the most basic |boat; he look to the water; he |the dam |ground; inside it; through the |ground; on the right hand side |

|time | |prepositions to express |come to school: On Saturday we |time: on the weekend; after the |playground; over the bridge; in |off the island |

|accompaniment | |circumstances of place or time: |go to shop; on lunchtime I have |game |their pouches; under a rock |time: on Tuesday 27th April; |

|manner (quality and means) | |on Sunday; on chair; in bag; in |rice |accompaniment: with my dog |time: on Chinese New Year; last |today; two weeks ago; one very |

| | |beach; to shop; to home | | |Sunday; at night time; for 6 |stormy night; in the start |

|By the end of Reception | | | | |weeks |accompaniment: with my friend |

|students: | | | | |accompaniment: with my sister |manner: |

|recognise that texts are made up| | | | |manner: |quality: suddenly; slowly; into |

|of words and groups of words | | | | |quality: my car goes fast; we |small pieces; like a platypus |

|that make meaning | | | | |sit in table groups |means: by bus |

| | | | | |means: with his bat; with its | |

|By the end of Year 2 students: | | | | |legs | |

|recognise and use nouns that | | | | | | |

|represent people, places, things| | | | | | |

|and ideas in the learning area | | | | | | |

|and expand nouns to achieve | | | | | | |

|greater precision | | | | | | |

| | | | | | | |

|From: The Australian Curriculum:| | | | | | |

|Literacy continuum across stages| | | | | | |

|of schooling | | | | | | |

|Grammar Knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Words and word groups (cont) |Identifies basic personal |Gives basic personal details in |Uses a growing range of everyday|Composes a small range of simple|Composes a wider range of short |Composes short noun groups and |

| |details: name, when written or |response to question: where were|nouns in a variety of contexts |noun groups of 2 or 3 words, |noun groups, choosing from a |begins to use more |

|Nouns and noun groups/ phrases |said aloud |you born? | |adding 1 or 2 elements to the |growing vocabulary to add one or|precise/technical vocabulary: |

|plurals | | |May still lack vocabulary to |noun: |two elements: |key nouns: crew; pirate; thief; |

|articles: indefinite (a/an) and |Identifies in spoken texts |Identifies, when spoken, |name items and use generalised |pointers: a flower; the donkey; |numbers: all the birds; three |burrows; pellets |

|definite (the) |familiar, concrete vocabulary: |familiar nouns not in immediate |terms: the things; lots of these|my plant; our new toys; its |bananas; lots of babies; two of |pointers: a new school; our |

| |desk; chair; book; pen, |context: |things |body; their world |our dolls |fruit; his crew |

|By the end of Reception |supported either by pictures or |identifies: toilet; mother; | |numbers: two leaves; 3 sides; 4 |describers (primarily colour, |numbers/measures: 50 ice-creams;|

|students: |by the object being a tangible |office; jumper |Begins to add 1 or 2 words to |corners; one head |size and shape): red envelopes; |two more eggs; too much water |

|recognise that texts are made up|part of the context |recognises teacher’s name |the noun to expand noun groups |describers (primarily colour, |a round body; a sharp twig; lots|describers: cute furry things; |

|of words and groups of words | |amongst others |with varying accuracy and using |size and shape): a special |of green leaves; tall buildings |short, strong legs; one very |

|that make meaning | |discriminates between some |a very limited vocabulary to add|dinner; our new toys; an orange |classifiers: the lion dance; the|dark and stormy night |

| | |similar objects: table and desk |in number, colour and/or size: |body; thin legs; my favourite |dragon dance; sticky dates; the |classifiers: a 2D shape; more |

|By the end of Year 2 students: | | |one boy; lots of food; all |character |lolly jar; my eye colour; street|sea water than fresh water; the |

|recognise and use nouns that | |With support of concrete |children; pink ears; a little |classifiers: a fairy party; hot |lights; palm trees bush tomato |police officer; potting mix; |

|represent people, places, things| |objects, visuals and gestures, |fish; the big tree; some little |chocolate; snowball fights; the | |Aboriginal people |

|and ideas in the learning area | |uses a small range of everyday |fish; long tail |lion dance; Aboriginal stories; | |begins to use short |

|and expand nouns to achieve | |nouns to express immediate | |bean seeds; birthday card | |prepositional phrases as |

|greater precision | |interests or needs related to: | | | |qualifiers: the mad story about |

| | |body parts: ear; teeth | |Uses 's' form of the plural with|Demonstrates greater control of |a pirate; everybody on the boat |

|From: The Australian Curriculum:| |family: mum; father | |more consistency and begins to |the plural for regular and | |

|Literacy continuum across stages| |school: book; pencil; lunch; |Begins to use plural form (eg |use the irregular form for |irregular words: teeth; people |Mostly accurate use of articles:|

|of schooling | |bus; hat; girl; boy; table |adds ‘s/es’): ears; animals; |familiar words e.g. brushes; | |The woman cried because a thief |

| | |home and community: car; house; |fishes |children but not less common: | |had her bag. The thief …; They |

| | |room; television; grass; beach | |mouses | |live in an enclosure. In the |

| | | | | | |enclosure … |

| | |May begin to occasionally use | | |Uses definite and indefinite | |

|Nominalisations | |articles: a car, the grass | | |articles appropriately with more|Uses a limited range of common |

| | | | |Generally uses articles where |consistency: My Grandpa had a |nominalisations: We took turns |

| | |Begins to use numbers, colours | |required but may often choose |toy car; He played with it in |to put potting mix in; same |

| | |and size as isolated words to |Uses articles some times, though|incorrect article: Dunbi has a |the dirt |length |

| | |answer questions and describe |not necessarily correctly |orange body | | |

| | |objects: one; blue; big | | | |May use an occasional less |

| | | | | | |common nominalisation modelled |

| | | | | | |in a learning area: The memorial|

| | | | | | |was built … |

|Grammar Knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Expressing opinion and point of | | | | | |Uses a narrow range of |

|view |Expresses feelings non-verbally |Expresses feelings non-verbally,|Begins to use a very limited |Uses a very limited range of |Uses a limited range of |evaluative language to express: |

| |or through single words: cry; |by pointing to a smiley or sad |range of simple/formulaic |evaluative language to express: |evaluative language to express: |feelings: I feel happy; he loved|

|Evaluative language: (expressing|laugh |face to indicate their response |expressions to express: |feelings: I like my car |feelings: I didn’t like it; I |to dance; a woman cried; the |

|feelings and emotions; | |or through single words: sad; |feelings: giggles to show |judgements of characters in |felt sad |chicks got excited; she would |

|judgements of people; evaluation| |happy; good; bad |amusement at ‘What’s wrong |books drawing on |judgements of people |laugh; Alice is afraid |

|of things and varying the | | |picture’; wolf was sad; kangaroo|models/teacher-led discussions: |(characters): she met a wicked |judgements of people |

|intensity) | | |is happy; we have fun |crow was being rude |wolf |(characters): no-one liked |

|Modality | | |evaluations of things: The |evaluations of things: I think |evaluations of things: I think |Captain Black Patch; he was so |

|Expressing opinion directly | | |scissors wrong; too big; That’s |kittens are the best pet; my |the elephant is cool; it was a |angry; |

| | | |better in response to turning a |favourite celebration; it was |beautiful day; they bring us |evaluations of things: it was |

|By the end of Reception | | |picture right way up |fun; we have a good time; it is |good luck; it was hard to cut; |funny; the chicks have been very|

|students: | | | |nice and round; my special place|ugly buildings; bigger |noisy; wombats are cute furry |

|use speaking, visual elements | | | | |buildings; loudest sound; |things; it is easier to |

|(including drawing) and | | | | |softest sound; softer sound |understand; it was quite hard |

|beginning writing to express | | | | |varying intensity: so soft; very|varying intensity: he still has |

|likes and dislikes | | | | |big |it in his hand; it was really |

| | | | | | |far; just behind; it was quite |

|By the end of Year 2 students: | | | | | |hard |

|identify and use language that | | | | | | |

|expresses feelings and opinions,| | | | | |Chooses with some accuracy the |

|and compares and evaluates | | | | | |most elementary expressions of |

|people and things | | | | | |modality: |

| | | | | | |obligation: everything has to |

|From: The Australian Curriculum:| | | | | |die |

|Literacy continuum across stages| | | | | |certainty: I might read a book |

|of schooling | | | | | |when I get home. |

| | | | | | |inclination: I would like to |

| | | | |Drawing on models, begins to | |name our chick … |

| | | | |express simple opinions based on| | |

| | | | |personal likes/dislikes (and | |Expresses opinions using ‘I |

| | | | |predictions/hypotheses) using ’I| |think’ to put forward simple |

| | | | |think’: I think kittens are the |Begins to express simple |arguments and suggestions with |

| | | | |best pets; I think the robbers |opinions based on personal |independence and control (and |

| | | | |break out of jail |likes/dislikes (and |predictions/ hypotheses): I |

| | | | | |predictions/hypotheses) using ’I|think we need to change this. |

| | | | | |think’: with some independence: | |

| | | | | |I think the elephant is cool! | |

|Word knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Understanding/ | | | | |Begins to use a narrow range of |Uses a narrow range of more |

|using learning area vocabulary | | | | |‘school’ vocabulary across the |formal ‘school’ vocabulary |

| | | | | |curriculum: excursion |across the curriculum: |

|By the end of Reception | | | | | |equipment; measure; record the |

|students: | | | | | |results in a table |

|use familiar vocabulary, | | | | | | |

|contexts related to everyday | | | | |Uses a small range of topic and |Uses a growing range of learning|

|experiences, personal interests | | |Begins to use a very narrow |Uses a very narrow range of |learning area vocabulary in |area vocabulary in context: |

|and topics taught at school and | | |range of topic vocabulary in |topic vocabulary in context: |context: |English: tale; fairytale; |

|used in other contexts | | |context: |English: full stop; capital; |English: The Dreaming character;|written by; message; text; |

| | | |English: write; story; pictures;|sentence; Aboriginal stories; |illustrator; pirate; Seven Seas;|(factual) report; |

|By the end of Year 2 students: | | |words |title |captain |Geography: north; south; on the |

|use mostly familiar vocabulary, | | |History: celebrates |Geography: my special place; |History: in the olden days; |east side; city, suburb; town |

|with a steady introduction of | | |Geography: place; home |Australia |then; now; older than |History: landmark; memorial; |

|new learning area vocabulary in | | |Maths: shorter than; fatter than|indicating distance: far |Geography: bushes; stream; |crops; travel; steamer; |

|learning area contexts | | |(indicating wider than); down, |indicating direction: zig-zag; |building; hot season; dry season|Aboriginal |

| | | |up, under |straight |Maths: circle; fold in half; |Maths: half; quarter; eighth; |

|From: The Australian Curriculum:| | |Science: animal; hard; soft; |History: celebration; Christmas;|half past; o’clock; number line |sides; edges; slide; turn |

|Literacy continuum across stages| | |bumpy; smooth; paper; wood; |Santa; Chinese New Year; lion |Science: change; froze; baby |Science: investigate, sink; |

|of schooling | | |plastic; seasons |dance a long time ago |lady beetle; aphid; die; ant; |float; material, filter paper; |

| | | | |Maths: shape; sides; corners; |nest; rock; sun light; reflect |seedling; root; shoot; soil; |

| | | | |round; smaller than; bigger | |hatched |

| | | | |than; longer than; the same as; |Chooses appropriately words that| |

| | | | |low number, higher number |have different meanings in |Chooses appropriately words that|

| | | | |Science: seed; plant; leaves; |learning area contexts: |have different meanings in |

| | | | |flower; plastic, marble; rubber,|table: Put it on the table; I |learning area contexts: |

| | | | |rolls, round, a curved shape; |wrote my results in the table |message: I need to take a |

| | | | |part of its body |skip: I can skip; I used a |message to the front office; The|

| | | | | |number line to help me count and|message in the story is …; |

| | | | |Begins to use some words that |skip numbers |turn: It’s my turn; The picture |

| | | | |have different meanings in |softest: My teddy is the |of these two shapes shows a |

| | | | |learning area contexts: sides: |softest; Rice and paper make the|turn. |

| | | | |we picked sides for soccer; a |softest sound |shoot: the Europeans used to |

| | | | |square has four sides | |shoot kangaroos; the seedling |

| | | | | | |has a new shoot |

|Word knowledge |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

| | | | |(End of Reception) |(End Year 1) |(End Year 2) |

|Spelling | | | | | | |

| |Identifies some beginning |Uses correct letters to |Uses correct letters to | |Spells with some accuracy most |Spells with consistency and |

|By the end of Reception |sounds: |represent most beginning and |represent beginning, middle and | |common words learnt in the |accuracy most single syllable |

|students: |identifies words starting with |some end sounds in familiar |end sounds in words from | |classroom, including high |words with common spelling |

|spell words using growing sound |same initial sound as own name |words |familiar texts: robis for | |frequency words: one; have; |patterns: |

|and letter knowledge and spell |writes initial sound | |robbers; fog for frog | |them; they; about |high frequency sight words |

|words with regular spelling | | | | | |high frequency long vowel words:|

|patterns | | | |Spells with some accuracy common|Spells with accuracy: |name; park; good; school; feet; |

| | | |Spells with some accuracy a few |short vowel single syllable |one-syllable words containing |food |

|By the end of Year 2 students: | | |high frequency monosyllabic |words: |known blends: bl: blog; st: stop|containing consonant blends: |

|spell topic words, new words | | |words: I; am; a; on; got; and; |consonant, vowel, consonant |words with regular suffixes: |drop; clap; grass; bring |

|with regular letter patterns, | | |get; to |patterns; bad; fit; not; cat; |play; plays; playing; played |containing consonant digraphs: |

|and some common irregular words,| | | |can | |shop; thin; much; chips |

|and recognise meaning | | | |some blends: went and consonant | |containing vowel digraphs: |

|relationships between words such| | | |digraphs: spot; shop | |spoon; free |

|as 'play’, ‘playing’, | | | |some high frequency words: is; | | |

|‘playground’ | | | |was; it; he; they; we; my; me; | |Spells with consistency and |

| | | | |the | |accuracy two-syllable words with|

|From: The Australian Curriculum:| | | | | |common patterns: sunny; going |

|Literacy continuum across stages| | | | | | |

|of schooling | | | | | |Attempts to spell unknown words |

| | | | | | |based on sound and/or visual |

| | | | | | |patterns |

| | | | |Spells less common words based |Spells others based on own | |

| | | |Spells other words based on |on own pronunciation: sady for |pronunciation or other patterns:| |

| | | |sounds in the word: wekd for |Saturday; wiv for with; fin for |cliining for cleaning; didant | |

| | | |weekend; jos for juice; scol for|thin; legx for legs; lubree for |for didn’t; difrint for | |

| | | |school; fas for face: noo for |library |different | |

| | | |new; rowd for road | | | |

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