continuum threads
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Curriculum Support Documents: http://www.curriculumsupport.education.nsw.gov.au/literacy/
Thanks to Gayle Pinn of Yerong Creek Public School who provided the initial continuum threads that have been used in this Google Spreadsheet.
http://www.curriculumsupport.education.nsw.gov.au/literacy/
Thanks to Gayle Pinn of Yerong Creek Public School who provided the initial continuum threads that have
2nd Cluster 3rd ClusterReading
Texts1st Cluster
Prior to School4th Cluster
End of KindySelf Monitoring
and Fluency* Spends time looking at books and
* Reads some words in a sentence correctly. [Best
* Reads one or more sentences correctly in a
* Pauses or hesitates when meaning is Independent
Reading* Engages in shared reading of familiar
* Reads one or two words in environmental
* Reads one or more sentences correctly in
* Reads all or most of a more challenging Word
Identification* Recognises own name.
* Reads some high frequency words correctly
* Reads words using known letter/sound Skimming
and ScanningReads aloud with increasingly appropriate
Reading and Viewing
TextsTells a story based on pictures or
* Holds a book the right way up. [Best Start]
Uses context to predict meaning in texts and
5th Cluster 7th Cluster6th Cluster
End of Year 18th Cluster
End of Year 29th Cluster
End of Year 3* Demonstrates increased fluency by recognising
* Self-corrects when meaning is disrupted, e.g.
* Automatically integrates a range of information,
* Independently monitors own reading by using a * Reads texts with varied
sentence patterns and * Reads increasingly complex texts with less
* Reads for sustained periods (15–20 minutes) * Selects and uses the most effective word Reads fluently and
accurately with attention Reads aloud with fluency and phrasing, adjusting
Responds to punctuation and adjusts expression to
Demonstrates an awareness of how to use Understands that
pathways for reading * Understands text features such as
Reads texts in different ways to meet a range of
* Makes use of visual representations, e.g.
10th ClusterEnd of Year 4
11th ClusterEnd of Year 5
12th ClusterEnd of Year 6
13th ClusterEnd of Year 7
14th ClusterEnd of Year 8
* Adjusts rate of reading to suit text complexity and
* Monitors reading for accuracy and meaning
* Reads more demanding subject texts that have
* Adjusts reading rate appropriate to subject * Reads short novels with
minimal illustration, * Reads for sustained periods (20–30 minutes)
* Reads increasingly longer novels and subject
* Reads for sustained periods (30+ minutes) and
* Reads a wide range of increasingly complex * Uses more sophisticated
word identification * Manipulates multiple texts that include a variety
* Applies technical vocabulary and content Chooses a reading path
appropriate to the text Uses text navigation skills such as skimming and
Confidently adjusts the chosen reading/viewing
Selects and reads texts in ways that best meet
Identifies multiple purposes for which texts Confidently engages with
a wide range of authentic Reads, views and uses a wide variety of literary and
Uses multiple reading pathways in a range of
Selects suitable reading pathways to engage with
Comprehension2nd Cluster 3rd Cluster
VisualPurpose
Inference
Point of View
Text Features
1st ClusterPrior to School
4th ClusterEnd of Kindy
Responding to Text
Responds to overall meaning in literary and Builds meaning in
factual texts by using
Comparing Texts
Begins to understand inferred meaning. [Best
Interprets meaning by answering an inferential Summarising
/RetellRetells some events in familiar stories.
Gives an unprompted sequenced retell of a
* Builds understandings of a topic by identifying
Making Connections
Responds to stories read aloud/viewed by
Constructs meaning from texts by making Cause and
EffectComparing Texts
Characterisation
Analyses and evaluates a character's actions or Skimming
and ScanningBackground KnowledgeMaking Predictions
5th Cluster 7th Cluster6th ClusterEnd of Year 1
8th ClusterEnd of Year 2
9th ClusterEnd of Year 3
Analyses and evaluates how visual images
Creates mental images to capture ideas in
Builds understanding by interpreting and
Interprets texts by recognising and Retells and responds to
incidents from a Articulates the main idea and provides a
Identifies and interprets main ideas and Responds to and
analyses a text by Identifies more than one perspective or point
Shows awareness through discussion that Shows awareness that
information about one Builds understanding about the meaning of a Builds understanding during reading by Analyses the ways ideas and information Builds understanding of
how media texts can be Builds understanding of a text by using
* Analyses a text by discussing visual, aural Responds to questions
about a character's Analyses and evaluates a character's Interprets information in
factual texts, e.g. using Interprets and responds to texts by skimming
Draws conclusions by using clues in a text.Responds to texts by
referring to prior Refers to prior knowledge and Justifies predictions about sections of a text.
10th ClusterEnd of Year 4
11th ClusterEnd of Year 5
12th ClusterEnd of Year 6
13th ClusterEnd of Year 7
14th ClusterEnd of Year 8
* Evaluates a personal interpretation of a text by
Reinterprets ideas and issues by creating
Explores, analyses and responds to ideas in
Compares own opinions and interpretations of Analyses and evaluates
the impact of visual * Analyses and evaluates how texts are shaped by
Identifies and evalulates ways in which authors use Analyses and evaluates
how written information * Compares and contrasts different values and Responds to and
interprets texts by Analyses and evaluates the ways that inference is
Interprets and critically analyses texts by
Identifies and infers the meaning of imagery and
Makes bridging inferences by linking pronouns, Analyses and evaluates
the relative importance Critically analyses and interprets a text to create
Interprets and analyses several different texts on Identifies ways texts
present different Responds to themes and issues evident in texts
* Explains how texts can be interpreted from a
* Interprets and responds to points of view in texts * Interprets the meaning
of a text by seeking Locates and synthesizes information to draw Interprets text by
inferring connections, Evaluates text accuracy and credibility by
* Analyses texts to explain and compare how
Critically analyses a wide range of imaginative, Responds to and
analyses texts by Analyses and responds to language and
2nd Cluster 3rd Cluster
Synonyms
Word Choice
Vocabulary Knowledge
1st ClusterPrior to School
4th ClusterEnd of Kindy
Word meaning
Shows curiosity about words and their
* Knows the meaning of, and when speaking,
Identifies unfamiliar words and attempts to
* Knows the meaning of commonly used Specialised
vocabularyKnows and uses some subject-specific words
Begins to use topic words when speaking
Word building
Develops beginning understandings about Knows and uses a
range of everyday Begins to expand the vocabulary used to
associated with
electronic Names some basic parts of a computer, Authoratative
Resources
5th Cluster 7th Cluster6th ClusterEnd of Year 1
8th ClusterEnd of Year 2
9th ClusterEnd of Year 3
Understands that changing words in a
Knows the meaning of commonly used words
Draws on topic/content knowledge to assist in
Draws on topic/content knowledge to assist in Uses knowledge and
understanding of topic Demonstrates awareness that some
Uses knowledge developed about word
Recognises that different words can be
Recognises that different words can be Applies knowledge of
base words to build Uses knowledge developed about word * Demonstrates the
use of more precise Shows beginning understanding of the
* Shows evidence of capacity to improve
* Shows evidence of capacity to improve Accurately uses a
range of basic Understands relevant vocabulary associated
Understands relevant vocabulary associated Independently uses a
range of classroom Uses a simple dictionary to check
10th ClusterEnd of Year 4
11th ClusterEnd of Year 5
12th ClusterEnd of Year 6
13th ClusterEnd of Year 7
14th ClusterEnd of Year 8
* Demonstrates understanding that
Demonstrates understanding of new
Draws on knowledge of word origins to work
* Applies knowledge of root words and word
Applies knowledge of non-English words to Increasingly uses
appropriate content Uses technical vocabulary to explain a
Uses specialised vocabulary for subject Uses new words for
known concepts, e.g. Demonstrates an understanding of Applies knowledge of
prefixes and suffixes to * Makes effective word choices in response to
* Selects appropriate vocabulary in response
Demonstrates deliberate choice of Accurately uses the
vocabulary associated Finds the meaning of unknown/unfamiliar
2nd Cluster 3rd Cluster
GrammarSpelling
PunctuationSentences
Handwriting Attempts to form some letters.
Publishing
Aspects of Writing
1st ClusterPrior to School
4th ClusterEnd of Kindy
Text Structure
* Engages in writing-like behaviour using
* Clear attempt to write name (may not be correct spelling).
* Writes first name correctly. [Best Start]
* Writes one or more simple sentences, some Audience and
PurposeTalks about intended ˜writing" before attempting to ˜write".
Talks about the audience and purpose for texts Language
FeaturesBegins to develop a simple writing vocabulary, Points of
ViewProof-reading and Editing
Reads own text aloud to check that it makes sense Uses simple noun groups
and adverbial phrases Uses simple pronoun references.Vocalises words to
approximate spelling.Attempts to spell high frequency words that
Writes a recognisable sentence, words may not
Produces some compound sentences
Holds a pencil or crayon effectively to
Begins to demonstrate understanding of pencil
* Forms most letters correctly.Using
Resources
Electronic Media
Experiments with computer mouse and keyboard.
Experiments with creating simple texts on the
With support, uses computer software
5th Cluster 7th Cluster6th ClusterEnd of Year 1
8th ClusterEnd of Year 2
9th ClusterEnd of Year 3
* Draws on personal experiences and topic
* Creates longer texts supported by visual
* Plans texts by making notes, drawing diagrams,
* Creates longer texts (at least one page) that
Constructs well-sequenced imaginative, States purpose and
intended audience before Writes for a wider range of purposes, including to
* Constructs well-sequenced imaginative, Selects vocabulary and
phrases modelled by the Begins to use text features such as headings
Rereads own text to clarify meaning and make
Demonstrates elementary proof-reading and editing,
Writing shows evidence of revision, editing and
Rereads texts during and after writing to check Uses a range of
adjectives to provide more Includes different types of verbs using appropriate Accurately spells an
increasing number of high * Spells words with regular spelling patterns
Demonstrates a range of spelling strategies to spell
Uses a variety of spelling strategies to spell high Uses sentence
punctuation and some Uses simple punctuation, e.g. full stops,
Uses contraction apostrophes and capitals
Uses quotation marks for direct speech and Accurately writes simple
and compound sentences.Experiments with using some complex sentences
Produces a range of grammatically accurate Writes lower/upper case
letters of consistent size Uses a refined pencil grip, correct posture and paper
Fluently writes letters of consistent size and
Uses joined letters of consistent size.
Experiments with producing/publishing texts Uses computer functions
to edit texts.Uses a computer to produce texts with
* Uses simple word processing functions such
10th ClusterEnd of Year 4
11th ClusterEnd of Year 5
12th ClusterEnd of Year 6
13th ClusterEnd of Year 7
14th ClusterEnd of Year 8
Draws ideas from personal experiences,
* Writes coherent, structured texts for a
* Writes sustained texts for a wide range of
* Creates well structured and sequenced texts for
Creates texts that incorporate substantial, Draws ideas from
personal experiences, Writes coherent, structured texts for a
Makes choices about the type and form of texts,
Chooses aspects and combinations of texts to
Tailors writing in response to audience, purpose and Selects appropriate
language for purpose, e.g. * Selects some sophisticated and subtle
* Makes deliberate language choices for Shows awareness of the
need to justify opinions Identifies and explores different perspectives and Rereads and revises text
to check and improve Refines writing in response to feedback.
Critically reflects on effectiveness of
Uses a range of editing strategies to improve
Uses, monitors and reflects on planning
Uses morphemic, visual, phonic knowledge and
Applies knowledge of generalisations, meanings
Integrates a range of spelling strategies and
Self-regulates spelling and applies spelling Uses sentence and
simple punctuation Experiments with using complex punctuation to
Uses a range of punctuation to enhance
* Uses correct and appropriate punctuation to
Uses a range of complex punctuation to support Creates meaningful
sentences using a variety Uses topic sentences and appropriately organises
Makes sentence level choices (e.g. short
Intentionally constructs a variety of sentence types
Selects sophisticated grammatical structures to Consolidates handwriting
that is consistent in formWrites fluently with appropriate size, slope
Uses legible, fluent handwriting styleLocates resources and
accesses information Shows awareness of accurately acknowledging
Correctly references resources.Plans and designs more
complex multi modal Uses visuals to extend or clarify meaning, selects
Creates texts with appropriate design, layout
Creates and manipulates texts that integrate Uses word processing
programs confidently and
2nd Cluster 3rd Cluster
SpeechQuestions
Text FeaturesPoint of View
Aspects of Speaking
1st ClusterPrior to School
4th ClusterEnd of KindyOral
Presentations
* Engages in simple conversations with peers
* Names a favourite character from a story that has been read.
* Uses some extended sentences when
* Makes brief oral presentations to the class.Says some words
correctly, speech is Articulates most speech sounds (exceptions could be: /l/, /sh/,
Articulates most speech sounds (exceptions could Asks relevant questions using correct word order Listening
SkillsListens and responds to simple oral questions,
Listens to and accurately relays simple messages.
Listens and responds to literary and factual texts
Views and listens to gain information for a specific Group
DiscussionsParticipates in whole class discussions.
* Begins to use active listening and turn-taking
Contributes to structured group or pair activities
Provides a simple justification for an opinion
Provides a detailed justification for an opinion Use of
Multimedia
5th Cluster 7th Cluster6th ClusterEnd of Year 1
8th ClusterEnd of Year 2
9th ClusterEnd of Year 3
* Recounts events and experiences in logical
* Speaks clearly and confidently in a variety of
* Plans and delivers short oral presentations on
* Automatically adjusts speech to suit familiar
* Plans and delivers oral presentations on an
Provides elaboration to questions seeking further Listens and responds to instructions, information
Demonstrates attentive listening across a range of
Demonstrates attentive listening and viewing for
Listens and understands a series of instructions
Listens attentively, makes appropriate responses to * Consistently makes
relevant contributions to Stays on task and participates effectively in
Contributes to collaborative group
* Uses group discussion protocols, e.g. turn taking.Discusses the features of different spoken texts, e.g. Expresses a point of view
with supporting Expresses a point of view about a text/topic and
Expresses more detailed ideas and justifies a point
10th ClusterEnd of Year 4
11th ClusterEnd of Year 5
12th ClusterEnd of Year 6
13th ClusterEnd of Year 7
14th ClusterEnd of Year 8
* Engages an audience when making oral
* Plans, rehearses and makes adjustments to oral
* Reflects on and refines own spoken language to
* Plans, rehearses and revises oral presentations
Listens attentively and responds appropriately to
Uses active listening strategies such as
* Refines and expands active listening strategies
Listens critically to spoken texts to discuss and Collaborates effectively in pair and group work when
Applies appropriate protocols for participation Analyses and discusses
the structures and * Provides detail and supporting evidence in a
* Logically develops arguments and points of
Effectively sustains a point of view throughout a
* Expresses opinions to others with increasing
Identifies opinions offered by others, proposes other Uses multimedia to
enhance meaning when Makes appropriate use of visual and multimodal
Phonics2nd Cluster 3rd Cluster
Letter namesSoundsSpellingBlendingDecoding
1st ClusterPrior to School
4th ClusterEnd of Kindy
Letter Recognition
Identifies one letter that is the same in two words.
Identifies two or more letters that are the same in words.
Identifies all letters that are the same in more than Identifies some letter
names, e.g. first letter of * Identifies some letters that are the same in more than one
Names most letters in a given word. [Best Start]
Names all letters in a word. [Best StartSays one of the sounds for
letters in a given word. [Best Says some of the sounds for letters in a given word.
Says most sounds in a given word. [Best Start]Writes approximate letters for
some sounds.Writes letters to correspond with single
* Spells unknown words phonetically with most Blends up to three sounds
in words when reading.
5th Cluster 7th Cluster6th ClusterEnd of Year 1
8th ClusterEnd of Year 2
Attempts to read more complex words using
Knows common sounds for vowel digraphs and * Uses knowledge of letter
clusters and vowel * Segments sounds in consonant clusters to
* Understands that sounds can be
* Uses knowledge of word identification strategies Blends initial consonants
with common vowel Uses familiar words and letter clusters to decode
Uses knowledge of word identification strategies
2nd Cluster 3rd Cluster
Blending
Phonemic Awareness
1st ClusterPrior to School
4th ClusterEnd of Kindy
Rhyming Words
* Repeats familiar rhyming verses, chants
Identifies rhyming words on some occasions. [Best Start]
Consistently identifies words that rhyme. [Best Beginning
SoundsBeginning to identify words that start with the
Identifies words that start with the same initial sound on some
* Consistently identifies words that start with the Segmenting
SoundsSegments spoken multisyllabic words into syllables, e.g.
Segments one-syllable words (up to three Orally blends two and three sounds to make a Phoneme
Manipulation* Says the new word when asked to delete one
5th Cluster 6th ClusterEnd of Year 1
Says the new word when one phoneme is
Manipulates phonemes (add, delete and swap) to
2nd Cluster 3rd Cluster
Left to Right
Punctuation
Identifies a letter on a keyboard.
Meaning
Concepts About Print
1st ClusterPrior to School
4th ClusterEnd of Kindy
Handles a book
Knows how to handle books, e.g. turns pages,
'Reads' storybooks beginning at the front and finishing at the * Shows beginning
awareness of reading * Indicates left to right. [Best Start]
Reads left page before right.Identify
Writing* Identifies writing in a picture or poster.
* Identifies the first letter in a word.* Identifies one or more capital
letters when prompted. [Best * Names a full stop and knows its purpose. [Best
* Identifies a number of capital letters. [Best Start]Letter
Identification* Identifies a letter in print. [Best Start]Word
IdentificationIdentifies a word in print. [Best Start]
Understands that words and the spaces between
Understands that words are read the same way Electronic
MediaShows awareness of beginning screen
Identifies simple screen functionality, e.g. buttons, * Shows beginning
awareness that print Understands that print conveys meaning.
5th Cluster
Understands that punctuation and capital
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