1st cluster.
Aem
pts t
o w
rite
own
nam
e, e
.g.
one
or tw
o le
ers,
scrib
bles
.
Eng
ages
in w
ring
‐like
beh
avio
ur
usin
g sc
ribbl
e or
strin
gs o
f le
ers.
Hol
ds a
pen
cil o
r cra
yon
effec
vely
to
dra
w a
nd sc
ribbl
e.
2nd cluster.
Cle
ar a
empt
to w
rite
nam
e (m
ay
not b
e co
rrec
t spe
lling
).
Writ
es a
t lea
st o
ne re
cogn
isabl
e w
ord
(may
not
be
spel
led
corr
ectly
re
late
d to
a st
ory
book
read
to th
em
or a
pic
ture
they
hav
e dr
awn.
‘W
rites
’ fro
m le
to ri
ght a
nd
leav
es sp
aces
bet
wee
n w
ords
.
Aem
pts t
o fo
rm so
me
leer
s.
Tal
ks a
bout
inte
nded
‘wri
ng’
be
fore
aem
png
to ‘w
rite’
.
Tal
ks a
bout
ow
n w
ring
and
dr
awin
g.
Exp
erim
ents
with
com
pute
r mou
se
and
keyb
oard
.
3rd cluster
W
rites
firs
t nam
e co
rrec
tly.
Writ
es a
reco
gnisa
ble
sent
ence
, w
ords
may
not
be
spel
led
corr
ectly
, so
me
evid
ence
of s
ente
nce
punc
tua
on.
Dra
ws o
n bo
th p
erso
nal a
nd
imag
inar
y ex
perie
nces
to ‘w
rite’
text
s.
Sho
ws u
nder
stan
ding
that
thei
r ‘w
ring
’ con
veys
mea
ning
.
Voc
alise
s wor
ds to
app
roxi
mat
e sp
ellin
g.
Beg
ins t
o de
velo
p a
simpl
e w
ring
vo
cabu
lary
, inc
ludi
ng so
me
high
freq
uenc
y w
ords
and
wor
ds o
f
pe
rson
al si
gnifi
canc
e.
Use
s sim
ple
noun
gro
ups a
nd
adve
rbia
l phr
ases
whe
n w
ring
.
Beg
ins t
o de
mon
stra
te
unde
rsta
ndin
g of
pen
cil g
rip, p
aper
pl
acem
ent a
nd p
ostu
re.
• Ex
perim
ents
with
cre
ang
sim
ple
text
s on
the
com
pute
r.
4th Cluster
Writ
es o
ne o
r mor
e sim
ple
sent
ence
s; so
me
wor
ds sp
elle
d
co
rrec
tly, m
ost l
eer
s for
med
co
rrec
tly a
nd e
vide
nce
of se
nten
ce‐
punc
tua
on.
Writ
es to
exp
ress
one
or t
wo
idea
s.
Rea
ds o
wn
text
alo
ud to
che
ck th
at it
m
akes
sens
e to
oth
ers.
Tal
ks a
bout
the
audi
ence
and
pu
rpos
e fo
r tex
ts b
eing
wri
en.
Aem
pts t
o sp
ell h
igh
freq
uenc
y w
ords
that
hav
e be
en ta
ught
.
Pro
duce
s som
e co
mpo
und
sent
ence
s us
ing
conj
unc
ons t
o jo
in id
eas.
Use
s sim
ple
pron
oun
refe
renc
es.
For
ms m
ost l
eer
s cor
rect
ly.
Use
s cor
rect
pen
cil g
rip, p
aper
pl
acem
ent,
post
ure
and
know
s how
to
self‐
corr
ect.
With
supp
ort,
uses
com
pute
r so
‐w
are
prog
ram
s to
crea
te si
mpl
e te
xts.
Prior to scho
ol
End of Kinde
rgarten
Aspe
cts o
f wri
ng
invo
lves
usin
g sp
ellin
g, g
ram
mar
, des
ign
feat
ures
, han
dwri
ng a
nd d
igita
l too
ls to
cre
ate
text
s for
spec
ific
purp
oses
. Tex
ts’ i
nclu
de o
ral,
aura
l, w
rien
, visu
al,
elec
tron
ic a
nd m
ulm
odal
text
s.
5th Cluster
Sel
ects
voc
abul
ary
and
phra
ses
m
odel
led
by th
e te
ache
r dur
ing
who
le
clas
s pla
nnin
g to
con
stru
ct o
wn
text
.
Eng
ages
in th
e jo
int p
rodu
con
of
text
s usin
g a
varie
ty o
f med
ium
s, e
.g.
podc
asts
, dig
ital s
torie
s.
Dra
ws o
n pe
rson
al e
xper
ienc
es a
nd
topi
c kn
owle
dge
to c
reat
e te
xts o
f ab
out 4
‐5 se
nten
ces f
or a
rang
e of
pu
rpos
es.
Rer
eads
ow
n te
xt to
cla
rify
mea
ning
an
d m
ake
som
e ch
ange
s to
the
text
.
Use
s sen
tenc
e pu
nctu
aon
and
so
me
simpl
e pu
nctu
aon
.
Acc
urat
ely
writ
es si
mpl
e an
d
co
mpo
und
sent
ence
s.
Use
s a ra
nge
of a
djec
ves t
o pr
ovid
e m
ore
info
rma
on a
bout
nou
ns.
Writ
es lo
wer
/upp
er c
ase
leer
s of
cons
isten
t size
and
form
aon
in N
SW
Foun
daon
Sty
le.
6th Cluster
Cre
ates
long
er te
xts s
uppo
rted
by
visu
al
info
rma
on, e
.g. d
iagr
ams,
map
s, g
raph
s on
fam
iliar
topi
cs fo
r kno
wn
audi
ence
s.
Beg
ins t
o us
e te
xt fe
atur
es su
ch a
s
head
ings
and
par
agra
phs t
o or
gani
se in
‐fo
rma
on.
Dem
onst
rate
s ele
men
tary
pro
of‐r
eadi
ng
and
edi
ng, e
.g. c
ircle
s a w
ord
that
doe
s no
t loo
k rig
ht.
Acc
urat
ely
spel
ls an
incr
easin
g
num
ber
of h
igh
freq
uenc
y an
d to
pic
wor
ds.
Use
s sim
ple
punc
tua
on, e
.g. f
ull s
tops
, ex
clam
aon
mar
ks a
nd
q
ues
on
mar
ks.
Writ
es a
sequ
ence
of t
houg
hts a
nd id
eas.
Exp
erim
ents
with
usin
g so
me
com
plex
se
nten
ces t
o en
hanc
e w
ring
.
• U
ses a
refin
ed p
enci
l grip
, cor
rect
post
ure
and
pape
r pla
cem
ent t
o w
rite
mor
e flu
ently
and
legi
bly.
• U
ses c
ompu
ter f
unc
ons t
o ed
it te
xts.
7th Cluster
Pla
ns te
xts b
y m
akin
g no
tes,
dra
win
g di
agra
ms,
pla
nnin
g se
quen
ce o
f ev
ents
or i
nfor
ma
on, e
tc.
Sta
tes p
urpo
se a
nd in
tend
ed
audi
ence
bef
ore
crea
ng te
xts.
Spe
lls w
ords
with
regu
lar s
pelli
ng
paer
ns c
orre
ctly
and
mak
es
plau
sible
aem
pts a
t wor
ds w
ith
irreg
ular
spel
ling
paer
ns.
App
lies s
pelli
ng g
ener
alisa
ons
whe
n w
ring
.
Use
s con
trac
on a
post
roph
es a
nd
capi
tals
for p
rope
r nou
ns a
s wel
l as
othe
r sim
ple
punc
tua
on.
Writ
es sh
ort,
conn
ecte
d an
d
sequ
ence
d te
xts t
o na
rrat
e ev
ents
or
conv
ey in
form
aon
.
Inc
lude
s diff
eren
t typ
es o
f ver
bs
usin
g ap
prop
riate
tens
e an
d
de
mon
stra
tes s
ubje
ct‐v
erb
ag
reem
ent.
• U
ses a
com
pute
r to
prod
uce
text
s w
ith g
raph
ics.
8th Cluster
Cre
ates
long
er te
xts (
at le
ast o
ne
page
) tha
t ach
ieve
the
inte
nded
purp
ose
and
are
appr
opria
te fo
r les
s fa
mili
ar a
udie
nces
.
Exp
erim
ents
with
pro
duci
ng/
publ
ishin
g te
xts u
sing
an in
crea
sing
rang
e of
med
ium
s and
mod
es.
Wri
ng sh
ows e
vide
nce
of re
visio
n,
edi
ng a
nd p
roof‐r
eadi
ng.
Writ
es fo
r a w
ider
rang
e of
purp
oses
, inc
ludi
ng to
exp
lain
and
to
expr
ess a
n op
inio
n.
Dem
onst
rate
s a ra
nge
of sp
ellin
g st
rate
gies
to sp
ell u
nfam
iliar
wor
ds.
• U
ses q
uota
on m
arks
for d
irect
sp
eech
and
com
mas
in li
sts.
• Pr
oduc
es a
rang
e of
gra
mm
aca
lly
accu
rate
sent
ence
s.
• Fl
uent
ly w
rites
leer
s of c
onsis
tent
siz
e an
d fo
rma
on in
NSW
Fou
nda
on
Styl
e.
End of Year 1
En
d of Year 2
Aspe
cts o
f wri
ng
invo
lves
usin
g sp
ellin
g, g
ram
mar
, des
ign
feat
ures
, han
dwri
ng a
nd d
igita
l too
ls to
cre
ate
text
s for
spec
ific
purp
oses
. Tex
ts’ i
nclu
de o
ral,
aura
l, w
rien
, visu
al,
elec
tron
ic a
nd m
ulm
odal
text
s.
9th Cluster
Con
stru
cts w
ell‐s
eque
nced
im
agin
ave
, in
form
ave
and
pers
uasiv
e te
xts
usin
g la
ngua
ge
app
ropr
iate
to p
urpo
se
and
audi
ence
.
Pla
ns a
nd o
rgan
ises i
deas
usin
g
head
ings
, gra
phic
org
anise
rs, q
ues
ons
and
min
d m
aps.
Rer
eads
text
s dur
ing
and
aer
wri
ng to
ch
eck
accu
racy
, con
siste
ncy
of m
eani
ng
and fit
ness
for p
urpo
se.
Str
uctu
res t
exts
usin
g pa
ragr
aphs
com
pose
d of
logi
cally
gro
uped
se
nten
ces
that
dea
l with
a p
arcu
lar a
spec
t of a
to
pic.
Use
s a v
arie
ty o
f spe
lling
stra
tegi
es to
sp
ell h
igh
freq
uenc
y w
ords
co
rrec
tly.
Use
s sim
ple
wor
d pr
oces
sing
func
ons
such
as s
pell
chec
k,
gram
mar
che
ck.
• Ch
oose
s ver
bs, a
dver
bial
s, n
ouns
and
ad
jec
vals
to e
xpre
ss sp
ecifi
c id
eas a
nd
deta
ils.
• U
ses j
oine
d le
ers o
f con
siste
nt si
ze.
• Ex
perim
ents
with
cre
ang
sim
ple
mul
mod
al te
xts u
sing
digi
tal t
ext c
rea
on
prog
ram
s.
11th Cluster
Writ
es c
oher
ent,
stru
ctur
ed te
xts f
or a
ra
nge
of p
urpo
ses a
nd c
onte
xts.
Del
iber
atel
y st
ruct
ures
lang
uage
in a
way
th
at c
reat
es m
ore
cohe
sive
imag
ina
ve,
info
rma
ve a
nd p
ersu
asiv
e te
xts.
Sho
ws a
war
enes
s of a
ccur
atel
y
ackn
owle
dgin
g so
urce
s in
rele
vant
text
s.
Refi
nes w
ring
in re
spon
se to
feed
back
.
Sel
ects
app
ropr
iate
lang
uage
for
pu
rpos
e, e
.g. d
escr
ipve
, per
suas
ive,
to
pic,
tech
nica
l, ev
alua
ve.
Use
s top
ic se
nten
ces a
nd a
ppro
pria
tely
or
gani
ses m
ain
and
subo
rdin
ate
idea
s.
Exp
erim
ents
with
usin
g co
mpl
ex
punc
tua
on to
eng
age
the
read
er a
nd
achi
eve
purp
ose.
App
lies k
now
ledg
e of
gen
eral
isaon
s,
mea
ning
s of b
ase
wor
ds a
nd w
ord
part
s (p
refix
es a
nd su
ffixe
s) to
spel
l new
wor
ds.
Writ
es fl
uent
ly w
ith a
ppro
pria
te si
ze,
slope
and
spac
ing.
Use
s wor
d pr
oces
sing
prog
ram
s con
fi‐de
ntly
and
acc
urat
ely,
inte
gra
ng v
ario
us
func
ons.
• Pl
ans a
nd d
esig
ns m
ore
com
plex
mul
m
odal
text
s.
12th Cluster
Writ
es su
stai
ned
text
s for
a w
ide
rang
e of
pur
pose
s.
Mak
es c
hoic
es a
bout
the
type
and
form
of t
exts
,
incl
udin
g c
ombi
naon
s of f
orm
s and
type
s, to
suit
purp
ose
and
audi
ence
.
Cre
ates
wel
l pla
nned
, ext
ende
d te
xts t
hat i
nclu
de m
ore
com
plex
and
det
aile
d su
bjec
t ma
er a
nd la
ngua
ge
fe
atur
es su
ch a
s nom
inal
isaon
.
Cri
cally
refle
cts o
n eff
ecve
ness
of o
wn/
othe
rs’
wri
ng a
nd se
eks a
nd re
spon
ds to
feed
back
from
oth
ers.
Sel
ects
som
e so
phis
cate
d an
d su
btle
lang
uage
fea‐
ture
s, li
tera
ry d
evic
es (e
.g. i
rony
, hum
our)
and
gr
amm
aca
l fea
ture
s (e.
g. m
odal
ity) t
o en
gage
and
influ
ence
an
audi
ence
.
Mak
es se
nten
ce le
vel c
hoic
es (e
.g. s
hort
sent
ence
s to
build
tens
ion;
com
plex
sent
ence
s to
add
deta
il) u
sing
a va
riety
of s
ente
nce
begi
nnin
gs a
nd d
epen
dent
cla
uses
.
• U
ses a
rang
e of
pun
ctua
on to
enh
ance
mea
ning
and
cl
arity
, inc
ludi
ng th
e us
e of
bra
cket
s to
encl
ose
ad
dion
al in
form
aon
, quo
taon
mar
ks a
nd c
omm
as to
in
dica
te c
laus
es.
• In
tegr
ates
a ra
nge
of sp
ellin
g st
rate
gies
and
con
ven‐
ons t
o ac
cura
tely
spel
l mos
t wor
ds, i
nclu
ding
wor
ds o
f m
any
sylla
bles
.
• U
ses v
isual
s to
exte
nd o
r cla
rify
mea
ning
, sel
ects
from
a
rang
e of
med
ia a
nd e
xper
imen
ts c
rea
vely
with
the
prod
ucon
of
mul
mod
al te
xts f
or a
udie
nce
impa
ct.
10th Cluster
Dra
ws i
deas
from
per
sona
l e
xper
ienc
es,
othe
r tex
ts a
nd re
sear
ch to
cre
ate
im
agin
ave
, inf
orm
ave
and
per
suas
ive
text
s for
diff
eren
t
a
udie
nces
.
Sho
ws a
war
enes
s of t
he n
eed
to ju
sfy
op
inio
ns w
ith su
ppor
ng
evi
denc
e.
Loc
ates
reso
urce
s and
acc
esse
s
info
rma
on w
hen
plan
ning
.
Rer
eads
and
revi
ses t
ext t
o ch
eck
and
impr
ove
mea
ning
, del
eng
unne
cess
ary
info
rma
on o
r add
ing
new
info
rma
on.
Cre
ates
mea
ning
ful s
ente
nces
usin
g a
varie
ty o
f sen
tenc
e be
ginn
ings
, in
clud
ing
adve
rbia
l and
adj
ecva
l cla
uses
to c
reat
e co
mpl
ex se
nten
ces.
Use
s sen
tenc
e an
d sim
ple
punc
tua
on
corr
ectly
.
Use
s mor
phem
ic, v
isual
, pho
nic
know
ledg
e an
d kn
owle
dge
of p
refix
es a
nd
suffi
xes t
o sp
ell a
nd e
dit w
ords
.
• U
ses g
ram
ma
cal f
eatu
res s
uch
as
pr
onou
ns, c
onju
ncon
s and
con
nec
ves
to a
ccur
atel
y lin
k id
eas a
nd
info
rma
on.
• Co
nsol
idat
es h
andw
ring
that
is
cons
isten
t in
form
.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Aspe
cts o
f wri
ng
invo
lves
usin
g sp
ellin
g, g
ram
mar
, des
ign
feat
ures
, han
dwri
ng a
nd d
igita
l too
ls to
cre
ate
text
s for
spec
ific
purp
oses
. Tex
ts’ i
nclu
de o
ral,
aura
l, w
rien
, visu
al,
elec
tron
ic a
nd m
ulm
odal
text
s.
1st cluster.
Kno
ws a
nd u
ses a
rang
e of e
very
day
wor
ds, e
.g. c
olou
rs, f
amili
ar o
bjec
ts,
plac
es, n
ames o
f fam
ily m
embe
rs.
Kno
ws a
nd u
ses s
ome
subj
ect‐
spec
ific
wor
ds in a
reas o
f int
eres
t, e.
g.
anim
als, g
ames
.
Sho
ws c
urio
sity
abou
t wor
ds a
nd
thei
r mea
ning
.
2nd cluster.
Kno
ws t
he m
eani
ng o
f, an
d w
hen
spea
king
, can
use w
ords th
at a
re
likel
y to b
e en
coun
tere
d in e
asy
read
ing
text
s, e
.g. b
ig, l
ile
.
Nam
es so
me
basic
par
ts o
f a
com
pute
r, e.
g. sc
reen
, key
boar
d,
mou
se, s
pace b
ar.
Ask
s que
son
s to fin
d ou
t
mea
ning
s of u
nfam
iliar w
ords
.
3rd cluster
Beg
ins t
o ex
pand
the
voca
bula
ry u
sed
to d
escr
ibe
ever
yday e
vent
s and
expe
rienc
es.
Beg
ins t
o us
e to
pic
wor
ds w
hen
spea
king
and
wri
ng.
Ide
nfie
s unf
amili
ar w
ords a
nd
aem
pts t
o us
e ex
perie
nce
and
cont
ext t
o w
ork
out w
ord
mea
ning
s.
4th Cluster
Kno
ws t
he m
eani
ng o
f com
mon
ly
used
wor
ds in
text
s rea
d an
d
dem
onst
rate
s thi
s kno
wle
dge
whe
n w
ring
and
spea
king
.
Dev
elop
s beg
inni
ng u
nder
stan
ding
s ab
out w
ord
fam
ilies a
nd u
ses t
hese
unde
rsta
ndin
gs w
hen
read
ing
and
wri
ng.
Use
s gra
mm
ar a
nd c
onte
xt o
f a te
xt
to w
ork
out t
he m
eani
ng o
f an
unfa
mili
ar w
ord.
Prior to scho
ol
En
d of Kinde
rgarten
Vocabu
lary kno
wledge
invo
lves
und
erst
andi
ng th
e m
eani
ng o
f spo
ken
and
wri
en w
ords
and
usin
g w
ords
to c
reat
e an
d un
ders
tand
text
s. ’T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, el
ectr
onic a
nd m
ulm
odal te
xts.
5th Cluster
Use
s kno
wle
dge
and
unde
rsta
ndin
g of to
pic
wor
ds w
hen
read
ing, w
ring
an
d sp
eaki
ng.
Acc
urat
ely
uses a ra
nge
of b
asic
com
pute
r and
Inte
rnet te
rmin
olog
y,
e.g. ic
on, b
old, it
alic
s, h
ome
page
.
Dem
onst
rate
s aw
aren
ess t
hat s
ome
wor
ds h
ave
mul
ple
mea
ning
s whe
n re
adin
g, w
ring
and
spea
king
.
Und
erst
ands th
at c
hang
ing
wor
ds in
a
text c
an a
lter t
he m
eani
ng.
6th Cluster
Dem
onst
rate
s the
use o
f mor
e
prec
ise v
ocab
ular
y to d
escr
ibe
feel
ings a
nd e
xper
ienc
es w
hen
spea
king
and
wri
ng.
Sho
ws b
egin
ning
und
erst
andi
ng o
f th
e eff
ects o
f diff
eren
t wor
ds a
nd
phra
ses, e
.g. t
o cr
eate h
umou
r, to
pers
uade
, to
info
rm.
App
lies k
now
ledg
e of b
ase
wor
ds to
bu
ild w
ord
fam
ilies
, e.g
. mov
e,
m
ovin
g, re
mov
e.
Ind
epen
dent
ly u
ses a
rang
e of
clas
sroo
m p
rint r
esou
rces to
enh
ance
voca
bula
ry, e
.g. t
opic w
ord
lists
,
labe
ls, e
tc.
7th Cluster
Kno
ws t
he m
eani
ng o
f com
mon
ly
used
wor
ds in
incr
easin
gly
chal
leng
ing
text
s and
can
dem
onst
rate th
is kn
owle
dge
whe
n re
adin
g, w
ring
and
sp
eaki
ng.
Sho
ws b
egin
ning
und
erst
andi
ng o
f th
e eff
ecve u
se o
f ‘w
ord
play
’ to
enha
nce
and
enric
h m
eani
ng, e
.g.
allit
era
on, o
nom
atop
oeia
.
Use
s kno
wle
dge
deve
lope
d ab
out
wor
d fa
mili
es a
nd w
ord
orig
ins t
o un
ders
tand
the
mea
ning
of u
nfam
iliar
wor
ds, e
.g. r
hym
ing
wor
ds, s
ynon
yms,
base w
ords
.
Use
s a si
mpl
e di
con
ary
to c
heck
wor
d m
eani
ngs.
8th Cluster
Use
s wor
ds a
nd p
hras
es fo
r effe
ct,
e.g. to
cre
ate
imag
es, t
o ad
d
emph
asis, to
cre
ate
atm
osph
ere.
Dra
ws o
n to
pic/
cont
ent k
now
ledg
e to a
ssist in
wor
king
out th
e m
eani
ng
of u
nkno
wn
wor
ds.
Und
erst
ands re
leva
nt v
ocab
ular
y as
soci
ated
with
ele
ctro
nic
text
s.
Rec
ogni
ses t
hat d
iffer
ent w
ords c
an
be u
sed
to d
escr
ibe
simila
r con
cept
s,
e.g. e
very
day
or te
chni
cal l
angu
age,
syno
nym
s.
Sho
ws e
vide
nce
of c
apac
ity to
impr
ove
voca
bula
ry c
hoic
es in
resp
onse to
pur
pose a
nd a
udie
nce
whe
n re
view
ing
and
edi
ng w
ring
.
End of Year 1
En
d of Year 2
Vocabu
lary kno
wledge
invo
lves
und
erst
andi
ng th
e m
eani
ng o
f spo
ken
and
wri
en w
ords
and
usin
g w
ords
to c
reat
e an
d un
ders
tand
text
s. ’T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, el
ectr
onic a
nd m
ulm
odal te
xts.
9th Cluster
Use
s syn
onym
s for a ra
nge
of
com
mon
wor
ds.
Use
s sim
ple
cont
ent s
pecific
voca
bula
ry in a
ppro
pria
te w
ays w
hen
crea
ng te
xts.
• U
ses r
elev
ant v
ocab
ular
y as
soci
ated
w
ith d
igita
l tec
hnol
ogy
and
elec
tron
ic
text
s.
• U
nder
stan
ds h
ow p
refix
es a
nd
suffi
xes c
hang
e w
ord
mea
ning
s.
11th Cluster
Mak
es effe
cve w
ord
choi
ces i
n
resp
onse to
pur
pose a
nd a
udie
nc
whe
n cr
eang
text
s.
Dem
onst
rate
s und
erst
andi
ng o
f new
w
ords fo
r new
con
cept
s.
App
lies k
now
ledg
e of p
refix
es a
nd
suffi
xes t
o un
ders
tand
the
mea
ning
s of n
ew w
ords a
nd to
cre
ate
new
wor
ds.
Refi
nes v
ocab
ular
y ch
oice in
resp
onse to
pur
pose a
nd a
udie
nce
whe
n ed
ing
and
revi
ewin
g ow
n an
d pe
er’s w
ring
.
12th Cluster
Use
s new
wor
ds fo
r kno
wn
conc
epts
, e.g
. blis
sful
for h
appy
.
Inc
reas
ingl
y us
es a
ppro
pria
te
cont
ent v
ocab
ular
y w
hen
crea
ng
spok
en a
nd w
rien
text
s abo
ut
spec
ific
topi
cs.
Acc
urat
ely
uses th
e vo
cabu
lary
asso
ciat
ed w
ith d
igita
l tec
hnol
ogy
and
elec
tron
ic te
xts.
Dra
ws o
n kn
owle
dge
of w
ord
orig
ins
to w
ork
out m
eani
ng o
f new
wor
ds.
10th Cluster
Dem
onst
rate
s und
erst
andi
ng th
at
wor
ds c
an h
ave
diffe
rent m
eani
ngs i
n diffe
rent c
onte
xts.
Dem
onst
rate
s exp
ande
d co
nten
t vo
cabu
lary b
y dr
awin
g on
a
com
bina
on o
f kno
wn
and
new to
pic
know
ledg
e.
Sho
ws a
war
enes
s tha
t the
re a
re a
num
ber o
f way
s to
wor
k ou
t the
m
eani
ng o
f unk
now
n w
ords
.
Fin
ds th
e m
eani
ng o
f unk
now
n/un
fam
iliar w
ords in
refe
renc
e so
urce
s, e
.g. d
icon
arie
s,
thes
auru
ses.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Vocabu
lary kno
wledge
invo
lves
und
erst
andi
ng th
e m
eani
ng o
f spo
ken
and
wri
en w
ords
and
usin
g w
ords
to c
reat
e an
d un
ders
tand
text
s. ’T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, el
ectr
onic a
nd m
ulm
odal te
xts.
1st cluster.
List
ens a
nd re
spon
ds to
sim
ple
oral
ques
ons, in
stru
con
s and
requ
ests
.
Eng
ages in
sim
ple
conv
ersa
ons w
ith
peer
s and
kno
wn
adul
ts.
Rec
ount
s per
sona
l exp
erie
nces to
pe
ers a
nd k
now
n ad
ults
, e.g
. visi
t to
the
zoo.
Say
s som
e w
ords c
orre
ctly
, spe
ech
is be
com
ing flu
ent.
2nd cluster.
Nam
es a fa
vour
ite c
hara
cter fr
om a
stor
y th
at h
as b
een
read
.
Sho
ws s
ome
chan
ges t
o pa
ce a
nd
volu
me
for e
mph
asis
whe
n
spea
king
.
Use
s sim
ple
sent
ence
s/ph
rase
s w
hen
spea
king
.
Tal
ks to
pee
rs a
nd k
now
n ad
ults
abou
t per
sona
l exp
erie
nces
.
List
ens t
o an
d ac
cura
tely re
lays
simpl
e m
essa
ges.
Par
cipa
tes i
n w
hole c
lass
disc
ussio
ns.
Ar
cula
tes m
ost s
peec
h so
unds
(exc
epon
s cou
ld b
e: /l
/, /s
h/, /
z/, /
r/, /
v/, /
th/)
.
3rd cluster
Pro
vide
s a si
mpl
e ju
sfic
aon
for a
n op
inio
n ab
out a
favo
urite
cha
ract
er
from
a st
ory
that h
as b
een
read
.
Use
s som
e ex
tend
ed se
nten
ces
whe
n sp
eaki
ng.
Con
siste
ntly sp
eaks in a
n au
dibl
e,
clea
r and
con
fiden
t way
.
Use
s pac
e an
d vo
lum
e fo
r em
phas
is w
hen
spea
king
.
List
ens a
nd re
spon
ds to
lite
rary a
nd
fact
ual t
exts re
ad a
nd v
iew
ed.
Beg
ins t
o us
e ac
ve li
sten
ing
and
turn‐t
akin
g w
hen
enga
ging
in m
ore
exte
nded
con
vers
aon
s and
disc
ussio
ns w
ith p
eers a
nd k
now
n ad
ults
.
Con
trib
utes id
eas i
n sm
all g
roup
and
w
hole c
lass d
iscus
sions
.
4th Cluster
Pro
vide
s a d
etai
led
jusfic
aon
for
an o
pini
on a
bout a fa
vour
ite
char
acte
r fro
m a st
ory
that h
as b
een
read
.
Ask
s rel
evan
t que
son
s usin
g co
rrec
t w
ord
orde
r and
into
naon
.
Mak
es b
rief o
ral p
rese
nta
ons t
o th
e cl
ass.
Beg
ins t
o ad
just re
gist
er to
suit
audi
ence a
nd si
tua
on.
Vie
ws a
nd li
sten
s to
gain in
form
aon
fo
r a sp
ecifi
c pu
rpos
e.
Con
trib
utes to
stru
ctur
ed g
roup
or
pair
acvi
es in
volv
ing
disc
ussio
n ab
out f
amili
ar te
xts/
topi
cs.
Ar
cula
tes m
ost s
peec
h so
unds
(exc
epon
s cou
ld b
e: /r
/, /v
/, /t
h/).
Prior to scho
ol
En
d of Kinde
rgarten
Aspe
cts o
f spe
aking
Invo
lves
usin
g or
al la
ngua
ge to
com
mun
icat
e w
ith o
ther
s in
a ra
nge
of c
onte
xts,
and
list
enin
g ac
vely
and
aen
vely
whe
n in
tera
cng
with
oth
ers.
Whi
le li
sten
ing
whe
n ‘in
tera
cng
ora
lly’
with
oth
ers i
s rep
rese
nted
in th
is as
pect
, it i
s also
an
esse
nal c
ompo
nent in
a n
umbe
r of o
ther a
spec
ts. ’
Text
s’ in
clud
e or
al, a
ural
, wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
5th Cluster
Pro
vide
s ela
bora
on to
que
son
s se
ekin
g fu
rthe
r inf
orm
aon
.
Rec
ount
s eve
nts a
nd e
xper
ienc
es in
logi
cal s
eque
nce.
Con
siste
ntly m
akes re
leva
nt
cont
ribu
ons t
o cl
ass d
iscus
sions a
nd
asks q
ues
ons t
o cl
arify
mea
ning
.
Use
s reg
ister a
nd to
ne a
ccor
ding
to
purp
ose
and
audi
ence
.
List
ens a
nd re
spon
ds to
inst
ruc
ons,
info
rma
on a
nd p
eer o
pini
ons.
Use
s int
erac
ve sk
ills t
o sh
ow re
‐sp
ect f
or th
e co
ntrib
uon
s of o
ther
s du
ring
disc
ussio
ns.
6th Cluster
Exp
ress
es a p
oint o
f vie
w w
ith
supp
orng
info
rma
on a
bout a
n
expa
ndin
g ra
nge
of te
xts/
topi
cs.
Spe
aks c
lear
ly a
nd c
onfid
ently
in a
varie
ty o
f inf
orm
al si
tua
ons t
o a
know
n/fa
mili
ar a
udie
nce.
Pla
ns a
nd p
rese
nts a
brie
f ora
l pr
esen
taon
abo
ut a to
pic
to a
fam
iliar a
udie
nce.
Adj
usts re
gist
er, t
one
and
volu
me
appr
opria
te to
situ
aon
.
Dem
onst
rate
s aen
ve li
sten
ing
acro
ss a ra
nge
of sc
hool c
onte
xts, e
.g.
asse
mbl
ies, p
erfo
rman
ces.
7th Cluster
Exp
ress
es a p
oint o
f vie
w a
bout a
text
/top
ic a
nd li
sten
s to
and
acco
mm
odat
es th
e vi
ewpo
int o
f
othe
rs.
Pla
ns a
nd d
eliv
ers s
hort o
ral
pres
enta
ons o
n fa
mili
ar to
pics fo
r au
dien
ces b
eyon
d th
e im
med
iate
clas
sroo
m, e
.g. r
epor
t or m
essa
ge.
Aut
oma
cally a
djus
ts sp
eech to
suit
diffe
rent a
udie
nces
, pur
pose
s and
sit
uaon
s.
Dem
onst
rate
s aen
ve li
sten
ing
and
view
ing
for e
xten
ded
perio
ds o
f m
e.
Sta
ys o
n ta
sk a
nd p
arci
pate
s
effec
vely in lo
nger c
lass a
nd g
roup
di
scus
sions
.
8th Cluster
Exp
ress
es m
ore
deta
iled
idea
s and
ju
sfie
s a p
oint o
f vie
w a
bout fa
mili
ar
text
s/to
pics
.
Aut
oma
cally a
djus
ts sp
eech to
suit
fam
iliar a
udie
nces
, pur
pose
s and
sit
uaon
s.
Com
mun
icat
es c
onfid
ently
with
a
rang
e of le
ss fa
mili
ar a
udie
nces fo
r a
wid
er v
arie
ty o
f pur
pose
s.
Con
trib
utes to
col
labo
rave g
roup
pr
oble
m so
lvin
g to c
ompl
ete
a ta
sk b
y qu
eson
ing, li
sten
ing
and
resp
ondi
ng
to th
e id
eas o
f oth
ers a
nd m
akin
g su
gges
ons.
List
ens a
nd u
nder
stan
ds a se
ries o
f in
stru
con
s rel
ated
to a ta
sk a
nd
succ
essf
ully c
ompl
etes th
e ta
sk.
End of Year 1
En
d of Year 2
Aspe
cts o
f spe
aking
Invo
lves
usin
g or
al la
ngua
ge to
com
mun
icat
e w
ith o
ther
s in
a ra
nge
of c
onte
xts,
and
list
enin
g ac
vely
and
aen
vely
whe
n in
tera
cng
with
oth
ers.
Whi
le li
sten
ing
whe
n ‘in
tera
cng
ora
lly’
with
oth
ers i
s rep
rese
nted
in th
is as
pect
, it i
s also
an
esse
nal c
ompo
nent in
a n
umbe
r of o
ther a
spec
ts. ’
Text
s’ in
clud
e or
al, a
ural
, wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
9th Cluster
Pla
ns a
nd d
eliv
ers o
ral
pres
enta
ons o
n an
ext
ende
d ra
nge
of to
pics fo
r aud
ienc
es b
eyon
d th
e im
med
iate c
lass
room
, e.g
. ass
embl
y pr
esen
taon
s.
Enh
ance
s pre
sent
aon
s by
usin
g so
me
basic
ora
l pre
sent
aon
stra
tegi
es su
ch a
s usin
g no
tes a
s pr
ompt
s, v
olum
e an
d ch
ange in
emph
asis.
Disc
usse
s the
feat
ures o
f diff
eren
t sp
oken
text
s, e
.g. f
orm
al v
ersu
s
info
rmal in
tera
con
s; p
ersu
asiv
e
vers
us in
form
ave
.
Con
trib
utes re
leva
nt id
eas t
o
disc
ussio
ns, a
sks q
ues
ons a
nd
re‐p
hras
es to
cla
rify
mea
ning
.
List
ens a
enve
ly, m
akes a
ppro
pri‐
ate
resp
onse
s to
wha
t oth
ers s
ay a
nd
cons
truc
vely b
uild
s on
the
idea
s of
othe
rs.
Use
s gro
up d
iscus
sion
prot
ocol
s, e
.g.
turn ta
king
.
11th Cluster
App
ropr
iate
ly q
ues
ons t
he v
iew
er
idea
put fo
rwar
d, a
nd e
xpre
sses
disa
gree
men
t with
sens
ivi
ty to
the
pers
pec
ve o
f oth
ers.
Use
s mul
med
ia to
enh
ance
mea
ning
whe
n co
mm
unic
ang
idea
s an
d in
form
aon
to o
ther
s.
Disc
usse
s the
use o
f diff
eren
t
regi
ster
s for d
iffer
ent p
urpo
ses,
audi
ence
s and
con
text
s.
Log
ical
ly d
evel
ops a
rgum
ents a
nd
poin
ts o
f vie
w w
hen
plan
ning
mor
e fo
rmal o
ral t
exts su
ch a
s spe
eche
s and
de
bate
s.
Use
s ac
ve li
sten
ing
stra
tegi
es su
ch
as re
phra
sing
idea
s and
cla
rifyi
ng a
nd
repa
iring
bre
akdo
wns in
com
mun
ica
on.
12th Cluster
Effe
cve
ly su
stai
ns a p
oint o
f vie
w
thro
ugho
ut a d
iscus
sion
or d
ebat
e,
draw
ing
on a ra
nge
of so
urce
s to
prov
ide
jusfic
aon
.
Ana
lyse
s, sy
nthe
sises a
nd e
valu
ates
the
view
s and
reas
ons p
ut fo
rwar
d by
othe
rs.
Pla
ns, r
ehea
rses a
nd m
akes
adju
stm
ents to
ora
l pre
sent
aon
s for
spec
ific
purp
oses a
nd a
udie
nces
.
Refi
nes a
nd e
xpan
ds a
cve li
sten
ing
stra
tegi
es to
incl
ude
stra
tegi
es su
ch
as c
halle
ngin
g ot
hers
’ ide
as, p
rovi
d‐in
g fe
edba
ck a
nd su
ppor
t for o
ther
s.
• Li
sten
s aen
vely to
mor
e le
ngth
y an
d ch
alle
ngin
g sp
oken
and
mul
‐m
odal te
xts t
o ga
ther a
nd e
valu
ate
key
info
rma
on.
10th Cluster
Pro
vide
s det
ail a
nd su
ppor
ng
evid
ence in a lo
gica
l man
ner w
hen‐
spea
king
abo
ut o
pini
ons a
nd id
eas.
Eng
ages a
n au
dien
ce w
hen
mak
ing
oral p
rese
nta
ons b
y us
ing
stra
tegi
es
such a
s fac
ial e
xpre
ssio
n, g
estu
re,
paus
e an
d re
peon
.
Adj
usts la
ngua
ge u
sed
for a
sim
ilar
purp
ose
but d
iffer
ent,
less fa
mili
ar
audi
ence
s, e
.g. r
ecou
nt o
f sam
e ev
ent
to p
eer/
teac
her/
prin
cipa
l, co
de‐
switc
hing
.
List
ens a
enve
ly a
nd re
spon
ds a
p‐pr
opria
tely to
spok
en a
nd m
ulm
odal
text
s tha
t inc
lude
unf
amili
ar id
eas a
nd
info
rma
on.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Aspe
cts o
f spe
aking
Invo
lves
usin
g or
al la
ngua
ge to
com
mun
icat
e w
ith o
ther
s in
a ra
nge
of c
onte
xts,
and
list
enin
g ac
vely
and
aen
vely
whe
n in
tera
cng
with
oth
ers.
Whi
le li
sten
ing
whe
n ‘in
tera
cng
ora
lly’
with
oth
ers i
s rep
rese
nted
in th
is as
pect
, it i
s also
an
esse
nal c
ompo
nent in
a n
umbe
r of o
ther a
spec
ts. ’
Text
s’ in
clud
e or
al, a
ural
, wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
1st cluster.
Re
cogn
ises o
wn
nam
e.
Eng
ages in
shar
ed re
adin
g of
fam
iliar te
xts w
ith re
peat
ed l
angu
age
paer
ns
Spe
nds
me
look
ing
at b
ooks a
nd
othe
r prin
t mat
eria
l.
Tel
ls a
stor
y ba
sed
on p
ictu
res o
r na
mes p
ictu
res.
Aem
pts t
o re
ad w
ords in th
e
envi
ronm
ent,
e.g. b
illbo
ards
, sig
ns.
2nd cluster.
Rea
ds o
ne o
r tw
o w
ords in
envi
ronm
enta
l prin
t/te
xts.
Rea
ds so
me
wor
ds in
a se
nten
ce
corr
ectly
.
Hol
ds a b
ook
the
right w
ay u
p.
Diff
eren
ates b
etw
een
wri
ng a
nd
pict
ures
.
Poi
nts t
o w
ords u
sing
one‐
to‐o
ne
corr
espo
nden
ce w
hen
‘read
ing’
.
Rea
ds so
me
high
freq
uenc
y w
ords
corr
ectly
in si
mpl
e, p
redi
ctab
le
text
s, e
.g. m
y, I.
Beg
ins t
o re
ad w
ith fl
uenc
y an
d rh
ythm
whe
n te
xt a
nd im
age
plac
emen
t are c
onsis
tent
.
3rd cluster
Rea
ds o
ne o
r mor
e se
nten
ces
corr
ectly
in e
nviro
nmen
tal p
rint/
text
s.
Rea
ds o
ne o
r mor
e se
nten
ces
corr
ectly
in a si
mpl
e bo
ok.
Use
s con
text to
pre
dict m
eani
ng in
te
xts a
nd su
pple
men
t dec
odin
g a
empt
s.
Rea
ds w
ords u
sing
know
n le
er/
soun
d re
laon
ship
s.
Rea
ds a n
umbe
r of ‘
easy
’ tex
ts w
ith
an in
crea
sing
num
ber o
f hig
h
freq
uenc
y w
ords a
nd il
lust
raon
s tha
t pr
ovid
e hi
gh su
ppor
t.
Beg
ins t
o de
velo
p flu
ency a
nd
unde
rsta
ndin
g by
revi
sing
fam
iliar
text
s.
4th Cluster
Rea
ds a
ll or m
ost o
f a m
ore
chal
leng
ing
stor
y bo
ok.
Mai
ntai
ns fl
uenc
y w
hen
read
ing
text
s with
var
ied
and
irreg
ular te
xt
and im
age
plac
emen
t.
Pau
ses o
r hes
itate
s whe
n m
eani
ng is
disr
upte
d w
hen
read
ing.
Rea
ds a
loud
with
incr
easin
gly
appr
opria
te p
itch, in
tona
on a
nd
fluen
cy (R
R le
vel 5
–8).
Prior to scho
ol
En
d of Kinde
rgarten
Read
ing texts
invo
lves re
cogn
ising
wor
ds a
utom
aca
lly, r
eadi
ng in
a p
hras
ed a
nd fl
uent w
ay a
nd n
avig
ang
text
s to
crea
te m
eani
ng. “
Text
s” in
clud
e or
al, a
ural
, wri
en, v
isual
,
elec
tron
ic a
nd m
ulm
odal te
xts.
Read
ing texts
invo
lves re
cogn
ising
wor
ds a
utom
aca
lly, r
eadi
ng in
a p
hras
ed a
nd fl
uent w
ay a
nd n
avig
ang
text
s to
crea
te m
eani
ng. “
Text
s” in
clud
e or
al, a
ural
, wri
en, v
isual
,
elec
tron
ic a
nd m
ulm
odal te
xts.
5th Cluster
Rea
ds te
xts w
ith v
arie
d se
nten
ce
paer
ns a
nd se
vera
l lin
es o
f tex
t
per p
age.
Dem
onst
rate
s inc
reas
ed fl
uenc
y by
reco
gnisi
ng a
nd d
ecod
ing
wor
ds
auto
ma
cally w
hen
read
ing
fam
iliar
text
s.
Rec
ogni
ses w
hen
mea
ning
is
disr
upte
d an
d a
empt
s to
self‐
corr
ect
whe
n re
adin
g.
• Re
ads fl
uent
ly a
nd a
ccur
atel
y w
ith
aen
on to
pun
ctua
on.
6th Cluster
Und
erst
ands th
at p
athw
ays f
or
read
ing
liter
ary
and
fact
ual,
prin
t and
sc
reen
text
s can
be
navi
gate
d in
diffe
rent w
ays.
Sel
f‐cor
rect
s whe
n m
eani
ng is
disr
upte
d, e
.g. b
y pa
usin
g, re
pea
ng
wor
ds a
nd p
hras
es, r
erea
ding
and
re
adin
g on
.
Rea
ds a
loud
with
flue
ncy
and
phra
sing, a
djus
ng p
ace, v
olum
e,
pitc
h an
d pr
onun
cia
on to
enh
ance
mea
ning
and
exp
ress
ion
(RR
leve
l 16–
18).
7th Cluster
Und
erst
ands te
xt fe
atur
es su
ch a
s ill
ustr
aon
s, d
iagr
ams, ta
bles
, map
s an
d gr
aphs to
enh
ance m
eani
ng.
Aut
oma
cally in
tegr
ates a ra
nge
of
info
rma
on, e
.g. m
eani
ng, g
ram
mar
and
leer
/sou
nd re
laon
ship
s to
read
in a p
hras
ed a
nd fl
uent w
ay.
Kno
ws t
hat l
itera
ry, f
actu
al a
nd
scre
en te
xts n
eed
to b
e ‘re
ad’ i
n
diffe
ring
way
s.
Res
pond
s to
punc
tua
on a
nd a
djus
ts
expr
essio
n to e
nhan
ce m
eani
ng w
hen
read
ing
alou
d.
8th Cluster
Rea
ds in
crea
singl
y co
mpl
ex te
xts
with
less fa
mili
ar c
onte
nt a
nd
voca
bula
ry a
nd m
ore
exte
nded
desc
ripon
s.
Eng
ages w
ith b
oth
liter
ary
and
fact
ual t
exts o
f inc
reas
ing
leng
th a
nd
diffi
culty
for l
onge
r per
iods o
f m
e (a
t le
ast 1
0 m
inut
es).
Rea
ds te
xts i
n diffe
rent w
ays t
o m
eet
a ra
nge
of re
adin
g pu
rpos
es.
Ind
epen
dent
ly m
onito
rs o
wn
read
ing
by u
sing
a va
riety o
f sel
f
corr
econ
stra
tegi
es to
mai
ntai
n m
eani
ng.
End of Year 1
En
d of Year 2
Read
ing texts
invo
lves re
cogn
ising
wor
ds a
utom
aca
lly, r
eadi
ng in
a p
hras
ed a
nd fl
uent w
ay a
nd n
avig
ang
text
s to
crea
te m
eani
ng. “
Text
s” in
clud
e or
al, a
ural
, wri
en, v
isual
,
elec
tron
ic a
nd m
ulm
odal te
xts.
9th Cluster
Rea
ds fo
r sus
tain
ed p
erio
ds (1
5–20
m
inut
es) a
nd su
stai
ns u
nder
stan
ding
in lo
nger te
xts o
ver
me, e
.g. r
eadi
ng
shor
t nov
els o
ver s
ever
al d
ays.
Use
s visu
al re
pres
enta
ons, e
.g.
phot
ogra
phs, ta
bles
, cha
rts t
o
enha
nce
mea
ning
whe
n re
adin
g
fact
ual t
exts
.
Sel
ects a
nd u
ses t
he m
ost e
ffec
ve
wor
d id
enfic
aon
stra
tegy to
mai
ntai
n flu
ency a
nd m
eani
ng.
Dem
onst
rate
s an
awar
enes
s of h
ow
to u
se sk
imm
ing/
scan
ning
and
tex
t fe
atur
es su
ch a
s sub
head
ings to
loca
te sp
ecifi
c in
form
aon
.
Use
s scr
een
navi
gaon
feat
ures
whe
n re
adin
g an
d vi
ewin
g In
tern
et
text
s.
11th Cluster
Rea
ds fo
r sus
tain
ed p
erio
ds (2
0–30
m
inut
es) a
nd su
stai
ns u
nder
stan
ding
in lo
nger te
xts o
ver
me, e
.g. r
eadi
ng
shor
t nov
els o
ver s
ever
al d
ays.
Con
fiden
tly e
ngag
es w
ith a w
ide
rang
e of a
uthe
nc
text
s,
e.g. n
ewsp
aper
s, T
V do
cum
enta
ries,
web
sites a
nd c
hoos
es re
adin
g
path
way
s app
ropr
iate to
the
purp
ose
for r
eadi
ng/v
iew
ing.
Mon
itors re
adin
g fo
r acc
urac
y an
d m
eani
ng a
nd a
djus
ts re
adin
g w
hen
diffi
cul
es a
re e
ncou
nter
ed, e
.g.
adju
sts s
peed
, rer
eads a
nd a
ends to
m
ost i
mpo
rtan
t inf
orm
aon
.
Man
ipul
ates m
ulpl
e te
xts t
hat
incl
ude
a va
riety o
f pur
pose
s and
m
odes to
loca
te in
form
aon
for a
sp
ecifi
c pu
rpos
e.
• U
ses t
ext n
avig
aon
skill
s suc
h as
skim
min
g an
d sc
anni
ng to
effi
cien
tly
loca
te sp
ecifi
c in
form
aon
in li
tera
ry,
fact
ual a
nd e
lect
roni
c te
xts.
12th Cluster
Rea
ds in
crea
singl
y lo
nger n
ovel
s and
su
bjec
t tex
ts u
sing
a ra
nge
of
effec
ve w
ord
iden
fica
on
stra
tegi
es to
mai
ntai
n m
eani
ng.
Rea
ds, v
iew
s and
use
s a w
ide
varie
ty
of li
tera
ry a
nd fa
ctua
l, pr
int a
nd
elec
tron
ic te
xts w
ith in
crea
sing
auto
nom
y, e
.g. e
xten
ded
nove
ls an
d in
form
aon
text
s, v
ideo
doc
umen
‐ta
ries, m
ulm
edia a
nd p
erfo
rman
ce
text
s, g
raph
ic m
ater
ial.
Rea
ds m
ore
dem
andi
ng su
bjec
t tex
ts
that h
ave
incr
easin
g le
vels
of
tech
nica
lity
and
abst
rac
on.
Mon
itors re
adin
g fo
r acc
urac
y an
d m
eani
ng b
y se
lec
ng a
nd u
sing
appr
opria
te h
ighe
r ord
er w
ord
iden
fica
on sk
ills s
uch
as k
now
ledg
e of w
ord
orig
ins a
nd a
nalo
gy.
Con
fiden
tly a
djus
ts th
e ch
osen
read
ing/
view
ing
path
way to
ach
ieve
the
inte
nded
pur
pose in li
tera
ry a
nd
fact
ual,
prin
t, el
ectr
onic a
nd
mul
mod
al te
xts.
10th Cluster
Rea
ds sh
ort n
ovel
s with
min
imal
illus
tra
on, u
nfam
iliar c
onte
nt,
seng
s and
cha
ract
ers a
nd
chal
leng
ing
and
unus
ual v
ocab
ular
y.
Adj
usts ra
te o
f rea
ding
to su
it te
xt
com
plex
ity a
nd re
adin
g pu
rpos
e.
Use
s mor
e so
phis
cate
d w
ord
iden
fica
on st
rate
gies to
mai
ntai
n w
ord
and
sent
ence le
vel fl
uenc
y an
d cr
eate m
eani
ng, e
.g. u
se o
f hom
onym
, sy
llabific
aon
, ana
logy
.
Use
s top
ic k
now
ledg
e, v
ocab
ular
y kn
owle
dge
and
cont
ext t
o re
ad
unkn
own
wor
ds w
hen
enga
ging
with
su
bjec
t tex
ts.
Cho
oses a re
adin
g pa
th a
ppro
pria
te
to th
e te
xt (l
itera
ry, f
actu
al,
elec
tron
ic) a
nd n
avig
ates m
ulm
odal
text
s app
ropr
iate to
the
purp
ose.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
1st cluster.
Iden
fies s
ome
leer
nam
es, e
.g. fi
rst
leer
of o
wn
nam
e.
Ide
nfie
s one
leer
that
is th
e sa
me
in tw
o w
ords
.
2nd cluster.
Iden
fies t
wo
or m
ore
leer
s tha
t ar
e th
e sa
me
in w
ords
.
Ide
nfie
s som
e le
ers t
hat a
re th
e sa
me
in m
ore
than
one
con
text
.
Nam
es so
me
leer
s in
a gi
ven
wor
d.
Say
s one
of t
he so
unds
for l
eer
s in
a g
iven
wor
d.
Writ
es a
ppro
xim
ate
leer
s for
so
me
soun
ds.
3rd cluster
Iden
fies a
ll le
ers t
hat a
re th
e sa
me
in m
ore
than
one
con
text
.
Nam
es m
ost l
eer
s in
a gi
ven
wor
d.
Say
s som
e of
the
soun
ds fo
r le
ers
in a
giv
en w
ord.
Ble
nds u
p to
thre
e so
unds
in w
ords
w
hen
read
ing.
Writ
es le
ers t
o co
rres
pond
with
sin
gle
leer
soun
ds.
4th Cluster
N
ames
all
leer
s in
a w
ord.
Sa
ys m
ost s
ound
s in
a gi
ven
wor
d.
Spe
lls u
nkno
wn
wor
ds p
hone
cally
w
ith m
ost l
eer
s in
the
corr
ect
sequ
ence
.
Rec
ogni
ses,
says
and
writ
es n
ames
an
d co
mm
on so
unds
of a
lpha
bet.
Prior to scho
ol
En
d of Kinde
rgarten
Phon
ics
invo
lves
mak
ing
the
conn
econ
bet
wee
n so
unds
and
leer
s whe
n re
adin
g an
d sp
ellin
g. ’T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al
text
s.
5th Cluster
Ble
nds i
nial
con
sona
nts w
ith
co
mm
on v
owel
pa
erns
or w
ord
fa
mili
es.
Aem
pts t
o re
ad m
ore
com
plex
w
ords
usin
g le
er/s
ound
kno
wle
dge.
Use
s kno
wle
dge
of le
er c
lust
ers
and
vow
el d
igra
phs t
o sp
ell u
nfam
iliar
w
ords
.
6th Cluster
Seg
men
ts so
unds
in c
onso
nant
clus
ters
to sp
ell u
nfam
iliar
wor
ds.
Use
s fam
iliar
wor
ds a
nd le
er
cl
uste
rs to
dec
ode
wor
ds w
hen
re
adin
g.
7th Cluster
Rec
ogni
ses t
hat c
omm
on su
ffixe
s in
wor
ds c
an h
ave
diffe
rent
soun
ds, e
.g.
wan
ted,
talk
ed.
Und
erst
ands
that
soun
ds c
an b
e re
pres
ente
d in
var
ious
way
s whe
n sp
ellin
g w
ords
, e.g
. mee
t, m
eat.
8th Cluster
Kno
ws c
omm
on so
unds
for v
owel
di
grap
hs a
nd u
ses s
ylla
bific
aon
whe
n re
adin
g/sp
ellin
g.
Use
s kno
wle
dge
of w
ord
id
enfic
aon
stra
tegi
es in
clud
ing
blen
ding
, seg
men
ng a
nd le
er
paer
ns w
hen
read
ing/
spel
ling.
End of Year 1
En
d of Year 2
Phon
ics
invo
lves
mak
ing
the
conn
econ
bet
wee
n so
unds
and
leer
s whe
n re
adin
g an
d sp
ellin
g. ’T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al
text
s.
9th Cluster
No
skill
s inc
lude
d 3‐
6 fo
r thi
s asp
ect.
11th Cluster
No
skill
s inc
lude
d 3‐
6 fo
r thi
s asp
ect.
12th Cluster
No
skill
s inc
lude
d 3‐
6 fo
r thi
s asp
ect.
10th Cluster
No
skill
s inc
lude
d 3‐
6 fo
r thi
s asp
ect.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Phon
ics
invo
lves
mak
ing
the
conn
econ
bet
wee
n so
unds
and
leer
s whe
n re
adin
g an
d sp
ellin
g. ’T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al
text
s.
1st cluster.
Rep
eats fa
mili
ar rh
ymin
g ve
rses
, ch
ants a
nd ji
ngle
s.
No
ces t
hat s
ome
wor
ds rh
yme
in
vers
es, c
hant
s and
jing
les.
Beg
inni
ng to
iden
fy w
ords th
at
star
t with
the
sam
e in
ial so
und.
2nd cluster.
Ide
nfie
s rhy
min
g w
ords o
n so
me
occa
sions
.
Ide
nfie
s wor
ds th
at st
art w
ith th
e sa
me
ini
al so
und
on so
me
occa
sions
.
Say
s the
wor
d w
hen
teac
her m
od‐
els o
nset
/rim
e, e
.g. t
each
er sa
ys
mm
mm
/at,
child sa
ys m
at.
Seg
men
ts sp
oken
mul
sylla
bic
wor
ds in
to sy
llabl
es, e
.g. b
a/na
/na
whe
n cl
appi
ng.
3rd cluster
Con
siste
ntly id
enfie
s wor
ds th
at
rhym
e.
Con
siste
ntly id
enfie
s wor
ds th
at
star
t with
the
sam
e in
ial so
und.
Pro
vide
s a w
ord
star
ng w
ith a g
iven
so
und.
Ora
lly b
lend
s tw
o an
d th
ree
soun
ds
to m
ake
a w
ord.
Seg
men
ts w
ords o
rally in
to o
nset
and
rime, e
.g. t‐e
nt.
Seg
men
ts o
ne‐s
ylla
ble
wor
ds (u
p to
thre
e so
unds
) int
o se
para
te so
unds
.
4th Cluster
Say
s the
new
wor
d w
hen
aske
d to
dele
te o
ne p
hone
me
(pho
nem
e
dele
on).
Say
s the
new
wor
d by a
ddin
g a
pho‐
nem
e to a
n ex
isng
wor
d (p
hone
me
addi
on).
Prior to scho
ol
En
d of Kinde
rgarten
Phon
emic awaren
ess
invo
lves h
earin
g an
d m
anip
ula
ng so
unds in sp
oken
lang
uage
. ’Te
xts’ in
clud
e or
al, a
ural
, wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
5th Cluster
Say
s the
new
wor
d w
hen
one
phon
eme
is su
bstu
ted
for a
noth
er(p
hone
me
subs
tuon
).
6th Cluster
Man
ipul
ates p
hone
mes (a
dd, d
elet
e an
d sw
ap) t
o ge
nera
te n
ew w
ords
, e.
g. sw
ap th
e /p
/ in
spin w
ith /k
/.
7th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
8th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
End of Year 1
En
d of Year 2
Phon
emic awaren
ess
invo
lves h
earin
g an
d m
anip
ula
ng so
unds in sp
oken
lang
uage
. ’Te
xts’ in
clud
e or
al, a
ural
, wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
9th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
11th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
12th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
10th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Phon
emic awaren
ess
invo
lves h
earin
g an
d m
anip
ula
ng so
unds in sp
oken
lang
uage
. ’Te
xts’ in
clud
e or
al, a
ural
, wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
1st cluster.
Sho
ws b
egin
ning
aw
aren
ess t
hat
prin
t rel
ates to
spok
en la
ngua
ge.
Ide
nfie
s wri
ng in a p
ictu
re o
r
post
er.
Rec
ogni
ses t
he m
eani
ng o
f som
e le
ers a
nd sy
mbo
ls, e
.g. c
omm
on
logo
s, st
reet si
gns.
Kno
ws h
ow to
han
dle
book
s, e
.g.
turn
s pag
es, l
ooks a
t det
ail i
n pi
ctur
es.
Sho
ws a
war
enes
s tha
t prin
t and
im
ages a
re d
iffer
ent (
in p
rint a
nd o
n sc
reen
).
Sho
ws b
egin
ning
aw
aren
ess o
f
read
ing
from
le to
righ
t.
Is l
earn
ing
to p
oint to
the fir
st w
ord
to re
ad a se
nten
ce o
r sto
ry.
2nd cluster.
Iden
fies o
ne o
r mor
e ca
pita
l le
ers w
hen
prom
pted
.
Nam
es a fu
ll st
op.
Ide
nfie
s a w
ord
in p
rint.
Ide
nfie
s a le
er in
prin
t.
Ind
icat
es le
to ri
ght.
Poi
nts t
o th
e fir
st w
ord
to re
ad.
Ind
icat
es re
turn sw
eep
to le
at
the
end
of a li
ne o
f tex
t.
Ide
nfie
s a le
er o
n a
keyb
oard
.
Kno
ws t
he d
iffer
ence b
etw
een
leer
s and
num
eral
s.
Und
erst
ands th
at p
rint c
onve
ys
mea
ning
.
‘Re
ads’ st
oryb
ooks b
egin
ning
at
the
fron
t and
fini
shin
g at th
e ba
ck o
f th
e bo
ok.
3rd cluster
Nam
es a fu
ll st
op a
nd k
now
s its
purp
ose.
Ide
nfie
s a c
apita
l le
er.
Ide
nfie
s the
firs
t le
er in
a w
ord.
Ide
nfie
s the
last le
er in
a w
ord.
Rea
ds le
pag
e be
fore ri
ght.
Und
erst
ands th
at w
ords a
nd th
e sp
aces b
etw
een
wor
ds c
ontr
ibut
e to
mea
ning
.
Sho
ws a
war
enes
s of b
egin
ning
sc
reen
man
agem
ent s
kills
, e.g
.
scro
lling
.
4th Cluster
Iden
fies a
num
ber o
f cap
ital l
eer
s.
Use
s cap
ital l
eer
s for n
ames
.
Ide
nfie
s a se
nten
ce.
Und
erst
ands th
at w
ords a
re re
ad th
e sa
me
way e
ach
me.
Ide
nfie
s sim
ple
scre
en
func
onal
ity, e
.g. b
uon
s, m
enus
.
Prior to scho
ol
En
d of Kinde
rgarten
Concep
ts abo
ut prin
t
invo
lves
und
erst
andi
ng a
nd u
sing
conv
enon
s and
con
cept
s abo
ut p
rint.
’Tex
ts’ i
nclu
de o
ral,
aura
l, w
rien
, visu
al, e
lect
roni
c an
d m
ulm
odal te
xts.
5th Cluster
Und
erst
ands th
at p
unct
uaon
and
ca
pita
l le
ers s
uppo
rt m
eani
ng.
6th Cluster
No
skill in
this
clus
ter
7th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
8th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
End of Year 1
En
d of Year 2
Concep
ts abo
ut prin
t
invo
lves
und
erst
andi
ng a
nd u
sing
conv
enon
s and
con
cept
s abo
ut p
rint.
’Tex
ts’ i
nclu
de o
ral,
aura
l, w
rien
, visu
al, e
lect
roni
c an
d m
ulm
odal te
xts.
9th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
11th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
12th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
10th Cluster
No
skill
s inc
lude
d 2‐
6 fo
r thi
s asp
ect.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Concep
ts abo
ut prin
t
invo
lves
und
erst
andi
ng a
nd u
sing
conv
enon
s and
con
cept
s abo
ut p
rint.
’Tex
ts’ i
nclu
de o
ral,
aura
l, w
rien
, visu
al, e
lect
roni
c an
d m
ulm
odal te
xts.
1st cluster.
Res
pond
s to
stor
ies r
ead
alou
d/vi
ewed
by
conn
ecng
info
rma
on a
nd
even
ts to
per
sona
l exp
erie
nces
.
Ret
ells
som
e ev
ents in
fam
iliar
stor
ies.
2nd cluster.
Giv
es a se
quen
ced
rete
ll of a st
ory
whe
n pr
ompt
ed.
Rec
alls
som
e de
tails fr
om
illus
tra
ons i
n a
stor
y bo
ok.
Pre
dict
s a p
laus
ible n
ext e
vent in
a
stor
y.
Is b
egin
ning
to a
naly
se a
nd
eval
uate st
orie
s rea
d an
d vi
ewed
by
prov
idin
g an
d ju
sfy
ing
a pe
rson
al
opin
ion.
Tal
ks a
bout in
form
aon
in fa
ctua
l te
xts.
3rd cluster
Beg
ins t
o un
ders
tand
infe
rred
mea
ning
.
Giv
es a
n un
prom
pted
sequ
ence
d re
tell
of a st
ory
that in
clud
es th
e
begi
nnin
g, m
iddl
e an
d en
d.
Rec
alls
man
y de
tails fr
om
illus
tra
ons i
n a
stor
y bo
ok.
Bui
lds m
eani
ng in
fact
ual t
exts b
y us
ing
illus
tra
ons.
4th Cluster
Int
erpr
ets m
eani
ng b
y an
swer
ing
an
infe
ren
al q
ues
on c
orre
ctly
.
Res
pond
s to
over
all m
eani
ng in
liter
ary
and
fact
ual t
exts b
y ta
lkin
g ab
out t
he c
entr
al th
emes
.
Con
stru
cts m
eani
ng fr
om te
xts b
y m
akin
g co
nnec
ons b
etw
een
prin
t, ill
ustr
aon
s and
dia
gram
s.
Ana
lyse
s and
eva
luat
es a c
hara
cter
’s
acon
s or e
vent
s in
a st
ory
thro
ugh
disc
ussio
n.
Bui
lds u
nder
stan
ding
s of a
topi
c by
iden
fyin
g ke
y fa
cts i
n te
xts i
n pr
int
and
on sc
reen
.
Prior to scho
ol
En
d of Kinde
rgarten
Com
preh
ensio
n in
volv
es re
spon
ding
to, i
nter
pre
ng, a
naly
sing
and
eval
uang
text
s. ‘T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
5th Cluster
Res
pond
s to
ques
ons a
bout a
char
acte
r’s a
con
s, q
uali
es,
char
acte
riscs b
y ex
pres
sing
an
opin
ion
abou
t the
cha
ract
er.
Bui
lds u
nder
stan
ding
by
inte
rpre
ng
and
disc
ussin
g in
ferr
ed m
eani
ngs.
Int
erpr
ets i
nfor
ma
on in
fact
ual
text
s, e
.g. u
sing
cont
ents p
age
and
scre
en ic
ons t
o lo
cate sp
ecifi
c
info
rma
on.
6th Cluster
Ret
ells
and
resp
onds to
inci
dent
s fr
om a st
ory
book
or fi
lm w
ith
aen
on to
plo
t ele
men
ts su
ch a
s se
ng, c
hara
cter
, con
flict a
nd
reso
luon
.
Bui
lds u
nder
stan
ding
of h
ow m
edia
text
s can
be
inte
rpre
ted.
Sho
ws a
war
enes
s tha
t inf
orm
aon
ab
out o
ne to
pic
can
be so
ught fr
om a
num
ber o
f sou
rces
, e.g
. gra
phs,
post
ers, re
fere
nce
text
s, w
ebsit
es.
Ana
lyse
s and
eva
luat
es a c
hara
cter
’s
acon
s/m
ove
s in
a st
ory.
7th Cluster
Res
pond
s to
text
s by
refe
rrin
g to
prio
r exp
erie
nces
.
Res
pond
s to
and
anal
yses a te
xt b
y di
scus
sing
a po
int o
f vie
w p
rese
nted
in th
e te
xt.
Ana
lyse
s and
eva
luat
es h
ow v
isual
imag
es su
ppor
t prin
t to
crea
te
mea
ning
in te
xts.
Int
erpr
ets a
nd re
spon
ds to
text
s by
skim
min
g an
d sc
anni
ng to
con
firm
pred
icon
s and
ans
wer q
ues
ons
pose
d by se
lf an
d ot
hers w
hile
read
ing.
8th Cluster
Ref
ers t
o pr
ior k
now
ledg
e an
d
expe
rienc
es to
bui
ld u
nder
stan
ding
of
a te
xt.
Jus
fies p
redi
con
s abo
ut se
con
s of a te
xt.
Bui
lds u
nder
stan
ding
of a
text b
y us
ing
know
ledg
e of te
xt o
rgan
isaon
an
d fe
atur
es, e
.g. r
efer
ring
to
head
ings a
nd su
b‐he
adin
gs to
loca
te
info
rma
on.
Dra
ws c
oncl
usio
ns b
y us
ing
clue
s in
a te
xt.
Ide
nfie
s mor
e th
an o
ne p
ersp
ecve
or p
oint o
f vie
w w
hen
repr
esen
ted
in
text
s.
Ar
cula
tes t
he m
ain
idea a
nd p
ro‐
vide
s a sy
nthe
sised
rete
ll th
at
capt
ures k
ey e
vent
s in
text
s.
• Cr
eate
s men
tal i
mag
es to
cap
ture
idea
s in
text
s.
End of Year 1
En
d of Year 2
Com
preh
ensio
n in
volv
es re
spon
ding
to, i
nter
pre
ng, a
naly
sing
and
eval
uang
text
s. ‘T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
9th Cluster
Bui
lds u
nder
stan
ding
dur
ing
read
ing
by
disc
ussin
g po
ssib
le c
onse
quen
ces o
f ac‐
ons a
nd e
vent
s.
Int
erpr
ets t
exts b
y re
cogn
ising
and
dis‐
cuss
ing
the
diffe
renc
e be
twee
n lit
eral a
nd
infe
rred
mea
ning
in re
laon
to in
for‐
ma
on, c
hara
cter
iscs
, eve
nts.
Bui
lds u
nder
stan
ding
abo
ut th
e m
eani
ng
of a te
xt b
y ac
vely se
ekin
g in
form
aon
fr
om d
iffer
ent p
arts o
f a te
xt.
Sho
ws a
n aw
aren
ess t
hrou
gh d
iscus
sion
that te
xts c
an p
rese
nt d
iffer
ent p
ersp
ec‐
ves.
Ana
lyse
s the
way
s ide
as a
nd in
for‐
ma
on a
re p
rese
nted
by
mak
ing
com
pari‐
sons b
etw
een
text
s.
Ide
nfie
s and
inte
rpre
ts m
ain
idea
s and
im
port
ant i
nfor
ma
on in
a te
xt to
pro
vide
an
acc
urat
e re
tell
of a te
xt.
Ana
lyse
s a te
xt b
y di
scus
sing
visu
al, a
ural
and
wri
en te
chni
ques u
sed
in th
e te
xt.
• Bu
ilds u
nder
stan
ding
abo
ut th
e m
eani
ng
of a te
xt b
y id
enfy
ing
and
disc
ussin
g te
xt
orga
nisa
on a
nd fe
atur
es, e
.g. c
ohes
ive
links
.
11th Cluster
Ana
lyse
s and
eva
luat
es th
e w
ays t
hat
infe
renc
e is
used
in a te
xt to
bui
ld
unde
rsta
ndin
g.
Re‐
exam
ines se
con
s of t
exts fo
r
evid
ence to
supp
ort i
nter
pret
aon
s and
op
inio
ns.
Eva
luat
es a p
erso
nal i
nter
pret
aon
of a
te
xt b
y cr
ica
lly re
‐exa
min
ing
evid
ence
with
in th
e te
xt.
Res
pond
s to
them
es a
nd is
sues e
vide
nt
in te
xts t
hat p
rese
nt d
iffer
ent p
ersp
ecve
s on
a g
iven
topi
c or d
iffer
ent p
oint
s of v
iew
in a te
xt.
Ana
lyse
s tex
ts to
exp
lain a
nd c
ompa
re
how a
udie
nce, p
urpo
se a
nd c
onte
xt
influ
ence te
xts.
Cri
cally a
naly
ses a
nd in
terp
rets a te
xt to
cr
eate a su
mm
ary
that d
emon
stra
tes a
n un
ders
tand
ing
of th
e diffe
rent v
iew
s and
va
lues re
pres
ente
d.
Ana
lyse
s and
resp
onds to
lang
uage a
nd
gram
ma
cal t
echn
ique
s use
d to influ
ence
an a
udie
nce.
Ana
lyse
s and
com
pare
s how
info
rma
on
and
idea
s are p
rese
nted
in a ra
nge
of te
xts
on th
e on
e to
pic.
12th Cluster
Inte
rpre
ts a
nd c
rica
lly a
naly
ses t
exts b
y re
spon
ding
to in
ferr
ed m
eani
ng w
ithin a
text a
nd ju
sfy
ing
inte
rpre
taon
s usin
g ev
iden
ce.
Rei
nter
pret
s ide
as a
nd is
sues b
y cr
eang
in
nova
ve p
erso
nal r
espo
nses to
idea
s an
d iss
ues i
n lit
erar
y te
xts t
hrou
gh o
ral,
dram
ac, w
rien
and
mul
mod
al
pres
enta
ons.
Cri
cally a
naly
ses a
wid
e ra
nge
of
imag
ina
ve, i
nfor
ma
ve a
nd p
ersu
asiv
e te
xts i
n diffe
rent fo
rms t
o co
mpa
re h
ow
idea
s are p
rese
nted
.
Exp
lain
s how
text
s can
be
inte
rpre
ted
from
a v
arie
ty o
f per
spec
ves b
y
disc
ussin
g th
e w
ays t
hat d
iffer
ent v
iew
s an
d va
lues a
re p
rese
nted
.
Int
erpr
ets t
exts b
y id
enfy
ing
and
disc
ussin
g m
ulpl
e pu
rpos
es w
ithin th
e sa
me
text
.
Int
erpr
ets a
nd a
naly
ses s
ever
al d
iffer
ent
text
s on
one
topi
c to p
rese
nt a
sum‐
mar
y of in
form
aon
and
idea
s tha
t sho
w
an u
nder
stan
ding
of t
he to
pic.
Ana
lyse
s tex
ts to
com
pare h
ow la
ngua
ge
stru
ctur
es a
nd fe
atur
es
10th Cluster
Int
erpr
ets t
ext b
y in
ferr
ing c
on‐
nec
ons, c
ause
s and
c
onse‐
quen
ces d
urin
g re
adin
g.
Res
pond
s to
and
inte
rpre
ts te
xts b
y di
s‐cu
ssin
g th
e diffe
renc
es b
etw
een
liter
al
and
infe
rred
mea
ning
s.
Int
erpr
ets t
he m
eani
ng o
f a te
xt b
y se
ek‐
ing
furt
her i
nfor
ma
on in
oth
er se
con
s of a te
xt o
r in
diffe
rent te
xts.
Ide
nfie
s way
s tex
ts p
rese
nt d
iffer
ent
pers
pec
ves.
Eva
luat
es te
xt a
ccur
acy
and c
redi
bil‐
ity b
y co
mpa
ring
text
s on s
imila
r top
ic.
Ana
lyse
s and
eva
luat
es th
e re
lave im
‐po
rtan
ce o
f key id
eas a
nd
info
r‐m
aon
in a te
xt to
con
stru
ct a
n ov
ervi
ew.
Res
pond
s to
and
anal
yses te
xts b
y di
s‐cu
ssin
g th
e w
ays l
angu
age
stru
ctur
es
and
feat
ures sh
ape
mea
ning
.
• Re
spon
ds to
and
inte
rpre
ts te
xts b
y in
tegr
ang
sour
ces o
f inf
orm
aon
in te
xts.
End of Year 3
En
d of Year 4
End of Year 5
En
d of Year 6
Com
preh
ensio
n in
volv
es re
spon
ding
to, i
nter
pre
ng, a
naly
sing
and
eval
uang
text
s. ‘T
exts
’ inc
lude
ora
l, au
ral,
wri
en, v
isual
, ele
ctro
nic
and
mul
mod
al te
xts.
