foundations for learning - curriculum · a letter from the deputy director-general: general...

Foundations for Learning

Assessment FrameworkFoundation Phase

Kindly send any response that you may have to:Dr Jennifer J JoshuaE-mail: [email protected]

Department of EducationSol Plaatje House123 Schoeman StreetPretoriaSouth Africa

Private Bag X895Pretoria0001

Tel.: +27 12 312 5911Fax: +27 12 321 6770www.education.gov.za

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A Letter from the Deputy Director-General: General Education and Training

Dear Teacher

The Foundations for Learning Campaign has been launched to focus the system on the improvement of learner performance in literacy and numeracy. The enclosed document provides you with support as you monitor learner progress in these learning areas.

In this document you will find that:

• The milestones1 (knowledge and skills) derived from the Learning Outcomes and Assessment Standards from the National Curriculum Statement for Languages and Mathematics (Grades 1-3) have been packaged into four terms for each grade to facilitate planning for teaching. These milestones explain the content embedded in the Learning Outcomes and Assessment Standards.

• These milestones have been further written into manageable units to assist you to develop the required assessment tasks per term; and

• Rubrics for the last assessment task per term have been provided so that schools and districts can develop a common assessment task. The results of which are to be communicated to the District Office.

NB: the annual assessment of learners that will be set by the Department of Education will be based on these quarterly assessment tasks.

I trust that you will find this document a valuable resource.

Kind regards

Ms Palesa Tyobeka Deputy Director-General: General Education and TrainingDate: 11 April 2008

1 The term “milestones” is used to indicate the expected level of development of our learners’ progress to becoming literate and numerate. It gives a sense of what their achievements could be at given points in the school year.

Acknowledgements

The Department of Education records its sincere appreciation to the following individuals who have contributed to the development of this document:

• Ms J van Heerden, Teaching and Learning Services (KwaZulu-Natal)

• Ms D Botha, Material Development Manager, READ Educational Trust

• Ms H Wilson – Provincial Curriculum Unit (KwaZulu-Natal)

• Teachers from Umgungundlovu and Amajuba Districts (KwaZulu-Natal) and Worcester District (Western Cape)


Foundation Phase Assessment Framework

Table of Contents Page


NumeracyA Note on the Numeracy Assessment Tasks 1

Numeracy Milestones (per Term)Grade 1: Terms 1 - 4 3Grade 2: Terms 1 - 4 4Grade 3: Terms 1 - 4 5

Numeracy Milestones (per Assessment Task)Grade 1: Terms 1 - 4 7Grade 2: Terms 1 - 4 8Grade 3: Terms 1 - 4 10

Rubrics for Numeracy Assessment Task 3Grade 1: Terms 1 - 4 12Grade 2: Terms 1 - 4 14Grade 3: Terms 1 - 4 16

LiteracyA Note on the Literacy Assessment Tasks 19

Literacy Milestones (per Term)Grade 1: Terms 1 - 4 20Grade 2: Terms 1 - 4 22Grade 3: Terms 1 - 4 25

Literacy Milestones (per Assessment Task)Grade 1: Terms 1 - 4 28Grade 2: Terms 1 - 4 32Grade 3: Terms 1 - 4 38

Rubrics for Literacy Assessment Task 4*Grade 1: Terms 1 - 4 44Grade 2: Terms 1 - 4 47Grade 3: Terms 1 - 4 51

* The rubrics in this document are developed at Home Language level.


Foundation Phase Assessment Framework1

A Note on the Numeracy Assessment Tasks

The National Policy on Assessment for Schools stipulates that three assessment tasks in Numeracy should be formally assessed each term. These tasks cover the essential milestones expected for that term (refer to pages 3-6 in this document). The Learning Outcomes and Assessment Standards used to develop assessment tasks are stated in the Work Schedule and are further described in the Numeracy Programme of Assessment.

Use the milestones to ensure your Work Schedule covers the required knowledge, skills and values for teaching and learning demonstrating conceptual progression. Not everything taught needs to be formally assessed. However, it is essential that you continuously assess your learners’ progress through both a formal and an informal assessment programme, as this informs your daily planning.

For each Assessment Task, you must design two or more activities that will allow learners to demonstrate the skills, knowledge and values you are assessing i.e. the criteria from the Assessment Standards. Use the holistic rubrics, checklists and rating scales provided, as well as other assessment tools to observe, assess and record every learner’s understanding.

You need to ensure that assessment is not only done as written work, but allows for practical and oral work too (forms of assessment). The Assessment Task, therefore, needs to be infused into your normal teaching and learning time over a period of time e.g. 5-7 consecutive days. Allow learners to have access to counters, number lines, number charts etc if they need them, even during an assessment task. You want to assess what learners understand and not what they can just memorise. Your recorded assessment is against the whole task, using the National codes and level descriptors.

Explanation of terminology

In describing the knowledge, skills and values derived from the assessment standards for teaching, learning and assessment in each term, the following terms have been used in the document and are explained below:

l Numerosity : the profile of the number i.e. what is the number? The profile of 7 would include the following: 7 ? 7+0, 6+1, 5+2, 4+3, 8-1, 9-2, 10-3, half of 14, a third of 21, double 3½, double 5 minus 3, 3x2+1, etc. In other words, the numerosity of a number tells us all about the number. The greater the learners’ understanding of numbers is, the larger the profile of the number will become e.g. a Grade 1 learner will be able to say ‘7 is 3 less than 10, or 6 more than 1’ while a Grade 3 learner will be able to say ‘7 is a quarter of 28, or double 10 minus 13’.


Foundation Phase Assessment Framework 2

l Word Problems : Learners will be exposed to word problems verbally and in written form. Teachers should help learners to read a written problem (in printed text), Language (words) is used to give context to numbers and operations. Problems are used in Mathematics to develop and extend concepts, so learners need to be exposed to both routine as well as non-routine problems regularly.



Num

erac

y M

ilest

ones

(pe

r Ter

m):

Gra

de 1

Term

1Te

rm 2

Term

3Te

rm 4

• R

eadi

ness

- ba

sic

conc

epts

: col

our,

size

, sha

pe,

posi

tion,

mea

sure

men

t-

voca

bula

ry-

one-

to-o

ne c

orre

spon

denc

e-

mor

e an

d le

ss•

Kno

ws,

read

s an

d w

rite

s nu

mbe

r na

mes

an

d sy

mbo

ls fr

om 1

-6 a

nd e

xplo

res

thei

r re

latio

nshi

p•

Ord

ers

num

bers

(1st

-6th

)•

Cou

nts

out

obje

cts

to 1

0•

Cou

nts

to 2

0 on

num

ber

line

• R

ecog

nise

s ad

ditio

n, s

ubtr

actio

n an

d eq

uals

sig

ns (

+, -

, =)

• Id

entifi

es 3

D o

bjec

ts –

box

es a

nd b

alls

• C

ompl

etes

sim

ple

sequ

enci

ng a

ctiv

ities

• S

olve

s pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g co

ncre

te o

bjec

ts a

nd d

raw

ings

usi

ng

num

bers

to

10•

Estim

ates

up

to 6

obj

ects

• C

olle

cts

and

sort

s ob

ject

s ac

cord

ing

to

one

attr

ibut

e -

intr

oduc

tion

to g

raph

s

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-7

and

exp

lore

s th

eir

rela

tions

hip

• O

rder

s nu

mbe

rs (

1st -

10th)

• C

ount

s ou

t ob

ject

s to

20

• C

ount

s to

50

on a

bacu

s an

d nu

mbe

r lin

e/nu

mbe

r sq

uare

• C

ount

s in

mul

tiple

s of

2 u

sing

con

cret

e ob

ject

s•

Iden

tifies

num

ber

conc

ept ‘

befo

re’ a

nd

‘afte

r’

• Id

entifi

es n

umer

osity

(pr

ofile

) of

num

bers

1

to 1

0 e.

g. 2

is h

alf o

f 4•

Iden

tifies

odd

and

eve

n nu

mbe

rs•

Wri

tes

a nu

mbe

r se

nten

ce c

orre

ctly

us

ing

+, -

and

=•

Is a

ble

to a

dd a

nd s

ubtr

act

sing

le d

igit

num

bers

e.g

. 6+2

=? 7

+2=?

8+2

=?•

Dou

bles

and

hal

ves

num

bers

1 t

o 10

• Pa

tter

ns :

sequ

ence

s nu

mbe

rs t

o 10

• D

escr

ibes

the

pro

pert

ies

of 2

D a

nd 3

D

shap

es a

nd o

bjec

ts•

Estim

ates

up

to 1

0 ob

ject

s•

Mea

sure

men

t :c

apac

ity•

Solv

es p

ract

ical

pro

blem

s in

volv

ing

shar

ing

and

grou

ping

with

num

bers

to

20•

Solv

es p

robl

ems,

and

expl

ains

sol

utio

ns,

usin

g co

ncre

te o

bjec

ts a

nd d

raw

ings

with

nu

mbe

rs u

p to

20

• C

olle

cts

and

disp

lays

dat

a

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

11-

20 a

nd e

xplo

res

thei

r re

latio

nshi

p•

Ord

ers

num

bers

(1st

-10

th)

• C

ount

ing

out

obje

cts

to 3

4•

Cou

ntin

g to

100

on

abac

us a

nd n

umbe

r lin

e/nu

mbe

r sq

uare

• C

ount

s in

mul

tiple

s of

2 a

nd 5

usi

ng

conc

rete

obj

ects

• Id

entifi

es n

umer

osity

(pr

ofile

) of

num

bers

1

to 2

0 e.

g. 18

is 1

mor

e th

an 1

7 or

1 le

ss

than

19

• R

ecog

nise

s ne

arly

dou

bles

e.g

. 4+4

=8 :

4+5=

9•

Is a

ble

to a

dd a

nd s

ubtr

act

1-5

to a

ny

num

ber

to 2

0•

Com

plet

es r

epea

ted

addi

tion

of 2

and

5•

Wri

tes

num

ber

sent

ence

s w

ith m

ore

than

one

ope

ratio

n e.

g. 2+

4-3=

?•

Des

igns

ow

n pa

tter

ns, i

nclu

ding

mul

tiple

s of

2 a

nd 5

• R

ecog

nise

s 2D

sha

pes

and

3D o

bjec

ts

• Id

entifi

es s

ymm

etry

of s

elf

• Es

timat

es u

p to

10

obje

cts

• So

lves

mon

ey p

robl

ems

• M

easu

rem

ent

: tim

e, m

ass

• C

olle

cts,

sort

s, ex

plai

ns a

nd d

raw

s a

colle

ctio

n of

obj

ects

acc

ordi

ng t

o on

e at

trib

ute

• So

lves

pra

ctic

al p

robl

ems

invo

lvin

g sh

arin

g an

d gr

oupi

ng w

ith n

umbe

rs t

o 20

, in

clud

ing

rem

aind

ers

• So

lves

pro

blem

s, an

d ex

plai

ns s

olut

ions

, us

ing

conc

rete

obj

ects

and

dra

win

gs w

ith

num

bers

up

to 2

0

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-3

4 an

d ex

plor

es t

heir

re

latio

nshi

p•

Ord

ers

num

bers

(1st

-20

th)

• C

ount

ing

out

obje

cts

to 3

4•

Cou

ntin

g to

100

on

abac

us a

nd n

umbe

r lin

e/nu

mbe

r sq

uare

• C

ount

ing

in m

ultip

les

of 2

, 5, a

nd 1

0 us

ing

conc

rete

obj

ects

and

num

ber

squa

re•

Iden

tifies

num

eros

ity (

profi

le)

of n

umbe

rs

1 to

34

e.g.

20 is

dou

ble

10, b

ut 1

0 le

ss

than

30

• Is

abl

e to

add

and

sub

trac

t 1-

9 to

any

nu

mbe

r up

to

34•

Is a

ble

to a

dd a

nd s

ubtr

act

10 t

o w

hole

10

’s e.

g. 20

+10

• D

oubl

es a

nd h

alve

s nu

mbe

rs 1

-34

• C

ompl

etes

rep

eate

d ad

ditio

n an

d su

btra

ctio

n of

mul

tiple

s of

2, 5

, 10

• R

ecog

nize

s an

d de

sign

s ow

n pa

tter

ns

usin

g nu

mbe

rs t

o 34

• D

emon

stra

tes

unde

rsta

ndin

g of

2D

sha

pe

and

3D o

bjec

ts in

clud

ing

orie

ntat

ion

and

posi

tion

• Es

timat

es u

p to

20

obje

cts

• M

easu

rem

ent:

leng

th•

Col

lect

s, so

rts,

expl

ains

and

con

stru

cts

pict

ogra

phs

• So

lves

pra

ctic

al p

robl

ems

invo

lvin

g sh

arin

g an

d gr

oupi

ng w

ith n

umbe

rs t

o 34

, in

clud

ing

prob

lem

s w

ith r

emai

nder

s•

Solv

es p

robl

ems,

and

expl

ains

sol

utio

ns,

usin

g co

ncre

te o

bjec

ts a

nd d

raw

ings

with

nu

mbe

rs u

p to

34



Num

erac

y M

ilest

ones

(pe

r Ter

m):

Gra

de 2

Term

1Te

rm 2

Term

3Te

rm 4

• R

evis

ion

of G

rade

1 k

now

ledg

e an

d sk

ills

in r

eadi

ness

for

Gra

de 2

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-3

4 an

d ex

plor

es t

heir

re

latio

nshi

p•

Ord

ers

num

bers

(1st

-34

th)

• C

ount

s to

100

on

abac

us a

nd n

umbe

r lin

e/nu

mbe

r sq

uare

• C

ount

s ou

t ob

ject

s to

34

• C

ount

ing

in m

ultip

les

of 2

, 5, a

nd 1

0 us

ing

conc

rete

obj

ects

and

num

ber

squa

re•

Iden

tifies

num

eros

ity (

profi

le)

of n

umbe

rs

1 to

34

e.g.

20 is

dou

ble

10, b

ut 1

0 le

ss

than

30

• Is

abl

e to

add

and

sub

trac

t si

ngle

-dig

it nu

mbe

rs e

.g. 3

+4=?

9

-6=?

• Is

abl

e to

add

and

sub

trac

t si

ngle

-dig

it nu

mbe

rs t

o 10

e.g

.10+

3=?

17-7

=?•

Wri

tes

num

ber

sent

ence

s w

ith m

ore

than

one

ope

ratio

n e.

g.

2+4-

3=?

• C

ompl

etes

rep

eate

d ad

ditio

n an

d su

btra

ctio

n of

mul

tiple

s of

2, 5

, 10

• D

oubl

es a

nd h

alve

s nu

mbe

rs 1

- 34

• Es

timat

es u

p to

20

obje

cts

• C

ompl

etes

giv

en n

umbe

r pa

tter

ns•

Rec

ogni

zes

patt

erns

in n

umbe

r w

ork

• R

ecog

nise

s an

d id

entifi

es 2

-D s

hape

s in

pic

ture

s an

d 3-

D o

bjec

ts in

the

en

viro

nmen

t•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

and

cou

nter

s if

need

ed w

ith n

umbe

rs u

p to

34

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-5

0 an

d ex

plor

es

thei

r re

latio

nshi

p•

Ord

ers

num

bers

(1st

-50

th)

• C

ount

s ou

t ob

ject

s to

50

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in 1

, 2,

5, 1

0 to

200

• U

ses

flard

car

ds t

o ad

d an

d su

btra

ct

sing

le-d

igit

num

bers

to

any

two-

digi

t nu

mbe

r e.

g. 10

+6=?

20+

3=?

39-

9=?

• D

ecom

pose

s tw

o-di

git

num

bers

as

expa

nded

not

atio

n i.e

. 26=

20+6

usi

ng

flard

car

ds•

Is a

ble

to a

dd a

nd s

ubtr

act

who

le t

ens

i.e. 2

0+10

• Id

entifi

es n

umer

osity

of n

umbe

rs t

o 10

0 e.

g. 24

=20+

4 or

23+

1 or

10+

10+4

or

30-

6 et

c.•

Is a

ble

to a

dd a

nd s

ubtr

act

tw

o tw

o-di

git

num

bers

whe

re o

ne n

umbe

r is

a

who

le 1

0 e.

g. 24

+10=

?•

Com

plet

es r

epea

ted

addi

tion

and

subt

ract

ion

usin

g m

ultip

les

of 2

, 5, 1

0•

Rec

ogni

ses

near

ly d

oubl

es e

.g. 2

4+4=

28

: 24+

5=29

• So

lves

pro

blem

s in

volv

ing

grou

ping

an

d sh

arin

g in

clud

ing

fact

ions

and

re

mai

nder

s•

Iden

tifies

pat

tern

s in

num

ber

wor

k•

Rec

ogni

ses

sym

met

ry•

Estim

ates

, mea

sure

s an

d co

mpa

res

leng

th a

nd c

apac

ity•

Col

lect

s an

d so

rts

data

acc

ordi

ng t

o gi

ven

crite

ria

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts a

nd c

ount

ers

if ne

eded

with

num

bers

up

to 5

0

• C

ount

s ou

t ob

ject

s to

100

• C

ount

s on

from

any

num

ber

betw

een

1 -

200

• C

ount

s ba

ckw

ards

from

any

num

ber

betw

een

200

and

1•

Cou

nts

forw

ards

and

bac

kwar

ds in

2, 5

, 10

to

200

• Id

entifi

es n

umer

osity

(pr

ofile

) of

num

bers

to

100

e.g

. 25

is a

qua

rter

of 1

00, b

ut d

oubl

e 12

½•

Rec

ogni

ses

and

exte

nds

patt

erns

e.g

. 2+2

=4

20+2

0=40

20

0+20

0=40

0•

Dec

ompo

ses

two-

digi

t nu

mbe

rs a

s ex

pand

ed

nota

tion

i.e. 2

6=20

+6 u

sing

flar

d ca

rds

• U

ses

expa

nded

not

atio

n of

tw

o-di

git

num

bers

to

100

e.g

. 34=

30+4

34

=10+

10+1

0+4

• W

rite

s nu

mbe

r se

nten

ces

usin

g ad

ditio

n an

d su

btra

ctio

n of

tw

o tw

o-di

git

num

bers

e.g

. 26

+10=

? 2

6+11

=? 3

2-27

=?•

Build

ing

up a

who

le 1

0 w

hen

addi

ng a

nd

subt

ract

ing

e.g.

9 +

4= 9

+1

+3

or

14

– 8

=

14

– 4

-

4•

Dou

bles

and

hal

ves

two-

digi

t nu

mbe

rs t

o 99

• U

ses

repe

ated

add

ition

lead

ing

to

mul

tiplic

atio

n w

ith a

nsw

ers

up t

o 50

• So

lves

pro

blem

s us

ing

grou

ping

and

sha

ring

w

here

the

rem

aind

er is

a fr

actio

n•

Solv

es m

oney

pro

blem

s in

volv

ing

tota

ls in

ra

nds

and

cent

s•

Rea

ds a

nalo

gue

and

digi

tal c

lock

tim

e in

ho

urs

and

min

utes

• Es

timat

es, m

easu

res

and

com

pare

s le

ngth

, ca

paci

ty a

nd m

ass

• D

escr

ibes

pos

ition

al r

elat

ions

hip

betw

een

two

3D o

bjec

ts•

Col

lect

s, so

rts,

desc

ribe

s an

d co

nstr

ucts

pi

ctog

raph

s ac

cord

ing

to o

ne a

ttri

bute

ch

osen

by

the

teac

her

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, usi

ng

num

ber

char

ts a

nd c

ount

ers

if ne

eded

with

nu

mbe

rs u

p to

100

• C

ount

s ou

t ob

ject

s to

100

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

from

an

y nu

mbe

r in

1, 2

, 5, 1

0 up

to

200

• Id

entifi

es t

he n

umer

osity

of n

umbe

rs 1

to

100

• Is

abl

e to

add

and

sub

trac

t tw

o tw

o-di

git

num

bers

e.g

. 26+

37=?

5

4-25

=?•

Dou

bles

and

hal

ves

both

odd

and

eve

n nu

mbe

rs t

o 10

0•

Cal

cula

tes

the

mul

tiplic

atio

n of

one

-di

git

num

bers

with

one

-dig

it nu

mbe

rs

e.g.

6x5=

? 9x

5=?

• C

opie

s an

d ex

tend

s nu

mbe

r se

quen

ces

to 5

00•

Ord

ers

½ a

nd ¼

on

a nu

mbe

r lin

e•

Solv

es p

robl

ems

usin

g gr

oupi

ng a

nd

shar

ing

whe

re t

he r

emai

nder

is a

fr

actio

n •

Use

s fla

rd c

ards

to

deco

mpo

se 3

-di

git

num

bers

as

expa

nded

not

atio

n e.

g. 24

1=20

0+40

+1•

Use

s fla

rd c

ards

to

add

and

subt

ract

on

e-di

git

num

bers

to

a th

ree-

digi

t nu

mbe

r•

Use

s ho

urs

and

min

utes

to

calc

ulat

e tim

e•

Ana

lyse

s da

ta t

o dr

aw a

con

clus

ion

• R

ecog

nise

s 3D

obj

ects

from

var

ious

po

sitio

ns•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

and

cou

nter

s if

need

ed w

ith n

umbe

rs u

p to

200



Num

erac

y M

ilest

ones

(pe

r Ter

m):

Gra

de 3

Term

1Te

rm 2

Term

3Te

rm 4

• C

onso

lidat

ion

of c

once

pts

deve

lope

d in

G

rade

2 in

rea

dine

ss fo

r G

rade

3•

Cou

nts

out

obje

cts

to 1

00•

Cou

nts

in m

ultip

les

of 2

and

20

to 2

00,

5 an

d 50

to

500,

10

and

100

to 1

000

• C

ount

in 1

0 st

artin

g at

any

num

ber

e.g.

2,

12, 2

2, 3

2 et

c•

Rec

ogni

ses

the

patt

ern

of c

ount

ing

in 1

0 st

artin

g at

any

num

ber

• D

ecom

pose

s tw

o-di

git

num

bers

as

expa

nded

not

atio

n i.e

. 26=

20+6

usi

ng

flard

car

ds•

Is a

ble

to a

dd a

nd s

ubtr

act

one-

digi

t nu

mbe

rs a

nd t

wo-

digi

t nu

mbe

rs t

o 10

0 e.

g. 46

+ 3

= ?

52-

3=?

• Is

abl

e to

add

and

sub

trac

t t

wo

two-

digi

t nu

mbe

rs w

here

one

num

ber

is a

who

le

10 e

.g. 2

4+10

=?•

Build

ing

up t

he 1

0 w

hen

addi

ng a

nd

subt

ract

ing

i.e.

9+

4 =

9+1

+3

19

+4=1

9+1

+3

29

+4=2

9+1

+3

• Id

entifi

es t

he n

umer

osity

of n

umbe

rs u

p to

34

• C

alcu

late

s m

ultip

licat

ion

of 2

, 5, 1

0•

Dou

bles

and

hal

ves

num

bers

to

50•

Solv

es p

robl

ems

usin

g gr

oupi

ng a

nd

shar

ing

whe

re t

he r

emai

nder

is a

frac

tion

• Es

timat

es, m

easu

res

and

com

pare

s le

ngth

usi

ng n

on-s

tand

ard

and

stan

dard

m

easu

res

• D

eter

min

es t

he li

ne o

f sym

met

ry in

2-D

sh

apes

• So

rts,

orde

rs a

nd o

rgan

izes

ow

n da

ta

acco

rdin

g to

tw

o at

trib

utes

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts a

nd c

ount

ers

if ne

eded

with

num

bers

up

to 2

00

• C

ount

s in

mul

tiple

s of

2, 5

, 10,

20,

50

100

to a

t le

ast

500

• C

ount

s in

mul

tiple

s of

2, 5

, 10,

20,

100

st

artin

g at

any

num

ber

up t

o at

leas

t 50

0 e.

g. 24

, 44,

64,

etc

• C

ount

s in

mul

tiple

s of

3 t

o 10

0•

Rec

ogni

ses

and

orde

rs n

umbe

rs t

o 50

0•

Dec

ompo

ses

thre

e-di

git

num

bers

as

expa

nded

not

atio

n us

ing

flard

car

ds t

o 50

0 e.

g. 49

8=40

0+90

+8•

Cal

cula

tes

usin

g ad

ditio

n an

d su

btra

ctio

n of

who

le t

ens

e.g.

37+5

0=?

• C

alcu

late

s us

ing

addi

tion

and

subt

ract

ion

of t

wo

two-

digi

t nu

mbe

rs e

.g. 9

2-26

=?

• Is

abl

e to

add

and

sub

trac

t t

wo-

digi

t nu

mbe

rs a

nd t

hree

-dig

it nu

mbe

rs t

o 50

0 us

ing

flard

car

ds e

.g. 3

00+4

0=?

48

0=40

0+80

• Is

abl

e to

cal

cula

te t

he m

ultip

licat

ion

of 2

, 5,

9, 1

0 an

d 11

to

at le

ast

100

• C

ompl

etes

num

ber

sent

ence

s us

ing

repe

ated

add

ition

and

sub

trac

tion

of 3

, 20,

25,

50,

100

to

500

e.g.

120+

20+2

0+20

=?•

Iden

tifies

the

num

eros

ity o

f num

bers

to

100

• Id

entifi

es n

umbe

r pa

tter

ns u

sing

add

ition

, su

btra

ctio

n an

d m

ultip

licat

ion

to 5

00•

Is a

ble

to c

alcu

late

div

isio

n of

tw

o di

git

num

bers

by

one

digi

t nu

mbe

rs e

.g.

25÷5

=?•

Dou

bles

and

hal

ves

odd

and

even

nu

mbe

rs t

o 10

0•

Estim

ates

, mea

sure

s an

d co

mpa

res

mas

s us

ing

non-

stan

dard

and

sta

ndar

d m

easu

res

• So

lves

mon

ey p

robl

ems

whe

re c

ents

are

co

nver

ted

to r

ands

•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

and

cou

nter

s if

need

ed w

ith n

umbe

rs u

p to

500

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in

mul

tiple

s of

2, 3

, 5, 1

0, 2

0, 2

5, 5

0, 1

00 fr

om

1 to

750

• C

ount

s in

mul

tiple

s of

2, 5

, 10,

20,

25,

100

st

artin

g at

any

num

ber

up t

o at

leas

t 50

0 e.

g. 22

4, 2

44,

264,

etc

.•

Rec

ogni

ses

and

orde

rs n

umer

als

and

num

ber

nam

es t

o 50

0•

Enga

ges

in u

sing

exp

ande

d no

tatio

n of

thr

ee-d

igit

num

bers

in a

var

iety

of

way

s e.

g. 23

5=20

0+30

+5

or 2

35=1

00+1

00+3

0+5

or

235=

100+

50+5

0+20

+15

• Is

abl

e to

add

sin

gle-

digi

t nu

mbe

rs t

o an

y th

ree-

digi

t nu

mbe

r e.

g. 13

7+5

• Is

abl

e to

sub

trac

t a

thre

e-di

git

num

ber

from

a t

hree

dig

it nu

mbe

r e.

g. 37

8-10

0,

• U

ses

flard

car

ds t

o ad

d an

d su

btra

ct 1

0 an

d 10

0 to

thr

ee-d

igit

num

bers

• C

ompl

etes

num

ber

sent

ence

s us

ing

addi

tion

and

subt

ract

ion

of 1

0 an

d 10

0 to

an

y th

ree

digi

t nu

mbe

r to

900

• C

ompl

etes

add

ition

and

sub

trac

tion

num

ber

sent

ence

s o

f 11

usin

g w

hole

te

ns•

Use

s th

e co

mm

unta

tive

prop

erty

of

mul

tiplic

atio

n to

com

plet

e nu

mbe

r se

nten

ces

e.g.

2x5=

5x2

• So

lves

div

isio

n pr

oble

ms

thro

ugh

shar

ing

and

grou

ping

with

rem

aind

ers

• D

oubl

es a

nd h

alve

s th

ree-

digi

t nu

mbe

rs

to 5

00•

Fills

in fr

actio

ns ½

and

¼ c

orre

ctly

on

a nu

mbe

r lin

e•

Use

s fr

actio

ns in

the

con

text

of t

ime

e.g.

15 m

inut

es=q

uart

er o

f an

hour

• So

lves

pro

blem

s in

volv

ing

the

conv

ersi

on

of m

inut

es t

o ho

urs,

hour

s to

day

s•

Rec

ogni

ses

thre

e di

men

sion

al o

bjec

ts

from

diff

eren

t po

sitio

ns•

Is a

ble

to c

olle

ct, s

ort

and

orga

nize

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in

mul

tiple

s 2,

3, 4

, 5, 1

0, 2

0, 2

5, 5

0, 1

00, 1

000

• R

ecog

nise

s an

d or

ders

num

eral

s an

d nu

mbe

r na

mes

to

1000

• En

gage

s in

usi

ng e

xpan

ded

nota

tion

of t

hree

-dig

it nu

mbe

rs in

a v

arie

ty

of w

ays

to 1

000

e.g.

563=

500+

60+3

or

563

=200

+200

+100

+60+

3 o

r 56

3=30

0+10

0+50

+50+

40+2

3•

Use

s fla

rd c

ards

to

deve

lop

expa

nded

no

tatio

n of

num

bers

to

1000

• C

alcu

late

s us

ing

addi

tion

and

subt

ract

ion

of t

wo

thre

e-di

git

num

bers

e.g

. 30

0+25

9=?

• Bu

ilds

up m

ultip

licat

ion

tabl

es o

f 2, 3

, 4,

5, 9

, 10,

11

up t

o 10

0 i.e

. 5x2

0=10

0,

20x5

=100

• C

alcu

late

s us

ing

divi

sion

of t

wo-

digi

t by

on

e-di

git

num

bers

e.g

. 75÷

5=•

Is a

ble

to r

ound

off

who

le n

umbe

rs t

o th

e ne

ares

t te

n•

Can

ext

end

num

ber

sequ

ence

s to

100

0•

Is a

ble

to r

ead

and

draw

a s

impl

e m

ap o

f th

e sc

hool

and

cla

ssro

om•

Inve

stig

ates

the

dis

tanc

e ar

ound

obj

ects

an

d sh

apes

usi

ng s

trin

g•

Inve

stig

ates

the

are

a of

a s

urfa

ce (

e.g.

a de

sk)

usin

g til

ing

• Es

timat

es, m

easu

res

and

com

pare

s ca

paci

ty u

sing

non

-sta

ndar

d an

d st

anda

rd

mea

sure

s•

Is a

ble

to r

ead

and

inte

rpre

t da

ta in

a

sim

ple

tabl

e•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

if n

eede

d w

ith

num

bers

up

to 1

000



Num

erac

y M

ilest

ones

(pe

r Ter

m):

Gra

de 3

(co

ntin

ued)

Term

1Te

rm 2

Term

3Te

rm 4

su

pplie

d da

ta a

nd t

hen

draw

a b

ar g

raph

us

ing

the

data

• So

lves

mon

ey p

robl

ems

whe

re r

ands

are

co

nver

ted

to c

ents

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts if

nee

ded

with

nu

mbe

rs u

p to

750



Num

erac

y M

ilest

ones

(pe

r Ass

essm

ent T

ask)

: Gra

de 1

Term

1Te

rm 2

Term

3Te

rm 4

Ass

essm

ent

task

1:

• R

eadi

ness

: bas

ic c

once

pts:

colo

ur, s

ize,

sh

ape

• C

olle

cts

obje

cts

acco

rdin

g to

one

at

trib

ute

- in

trod

uctio

n to

gra

phs

Ass

essm

ent

task

1:

• C

ount

s ou

t ob

ject

s to

20

• C

ount

s to

50

on a

bacu

s an

d nu

mbe

r lin

e/nu

mbe

r sq

uare

• Id

entifi

es o

dd a

nd e

ven

num

bers

• Pa

tter

ns :

sequ

ence

s nu

mbe

rs t

o 10

• D

escr

ibes

the

pro

pert

ies

of 2

D a

nd 3

D

shap

es a

nd o

bjec

ts

Ass

essm

ent

task

1:

• C

ount

ing

out

obje

cts

to 3

4•

Cou

ntin

g to

100

on

abac

us a

nd n

umbe

r lin

e/nu

mbe

r sq

uare

• C

ount

s in

mul

tiple

s of

2 a

nd 5

usi

ng

conc

rete

obj

ects

• R

ecog

nise

s 2D

sha

pes

and

3D o

bjec

ts

• Es

timat

es u

p to

10

obje

cts

Ass

essm

ent

task

1:

• C

ount

ing

out

obje

cts

to 3

4•

Cou

ntin

g to

100

on

abac

us a

nd n

umbe

r lin

e/nu

mbe

r sq

uare

• C

ount

ing

in m

ultip

les

of 2

, 5, a

nd 1

0 us

ing

conc

rete

obj

ects

and

num

ber

squa

re•

Com

plet

es r

epea

ted

addi

tion

and

subt

ract

ion

of m

ultip

les

of 2

, 5, 1

0•

Estim

ates

up

to 2

0 ob

ject

s

Ass

essm

ent

task

2:

• R

eadi

ness

- ba

sic

conc

epts

: col

our,

size

, sha

pe,

posi

tion,

mea

sure

men

t-

voca

bula

ry-

one-

to-o

ne c

orre

spon

denc

e•

Cou

nts

out

obje

cts

to 1

0•

Iden

tifies

3D

obj

ects

– b

oxes

and

bal

ls•

Com

plet

es s

impl

e se

quen

cing

act

iviti

es•

Col

lect

s an

d so

rts

obje

cts

acco

rdin

g to

one

att

ribu

te -

intr

oduc

tion

to

grap

hs

Ass

essm

ent

task

2:

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

7-1

0 an

d ex

plor

es t

heir

re

latio

nshi

p•

Ord

ers

num

bers

(1st

-10

th)

• C

ount

s in

mul

tiple

s of

2 u

sing

con

cret

e ob

ject

s•

Wri

tes

a nu

mbe

r se

nten

ce c

orre

ctly

us

ing

+, -

and

=•

Estim

ates

up

to 1

0 ob

ject

s•

Mea

sure

men

t: ca

paci

ty•

Col

lect

s an

d di

spla

ys d

ata

Ass

essm

ent

task

2:

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

11-

20 a

nd e

xplo

res

thei

r re

latio

nshi

p•

Ord

ers

num

bers

(1st

-10

th)

• D

esig

ns o

wn

patt

erns

, inc

ludi

ng m

ultip

les

of 2

and

5•

Iden

tifies

sym

met

ry o

f sel

f•

Estim

ates

up

to 1

0 ob

ject

s•

Solv

es m

oney

pro

blem

s•

Mea

sure

men

t: t

ime,

mas

s•

Col

lect

s, so

rts,

expl

ains

and

dra

ws

a co

llect

ion

of o

bjec

ts a

ccor

ding

to

one

attr

ibut

e

Ass

essm

ent

task

2:

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-3

4 an

d ex

plor

es t

heir

re

latio

nshi

p•

Ord

ers

num

bers

(1st

-20

th)

• D

oubl

es a

nd h

alve

s nu

mbe

rs 1

-34

• R

ecog

nize

s an

d de

sign

s ow

n pa

tter

ns u

sing

nu

mbe

rs t

o 34

• M

easu

rem

ent:

leng

th•

Col

lect

s, so

rts,

expl

ains

and

con

stru

cts

pict

ogra

phs

Ass

essm

ent

task

3:

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es a

nd s

ymbo

ls fr

om 1

-6 a

nd

expl

ores

the

ir r

elat

ions

hip

• O

rder

s nu

mbe

rs (

1st -

6th)

• C

ount

s ou

t ob

ject

s to

10

• C

ount

s to

20

on n

umbe

r lin

e•

Rec

ogni

ses

addi

tion,

sub

trac

tion

and

equa

ls s

igns

• Es

timat

es u

p to

6 o

bjec

ts•

Solv

es p

robl

ems,

and

expl

ains

so

lutio

ns, u

sing

con

cret

e ob

ject

s an

d dr

awin

gs w

ith n

umbe

rs t

o 10

Ass

essm

ent

task

3:

• Id

entifi

es n

umer

osity

(pr

ofile

) of

num

bers

1

to 1

0 e.

g. nu

mer

osity

of 4

: 2

is h

alf o

f 4,

5 is

1 m

ore

than

4, 3

is 1

less

tha

n 4

etc.

• Is

abl

e to

add

and

sub

trac

t si

ngle

dig

it nu

mbe

rs e

.g. 6

+2=?

7+2

=? 8

+2=?

• D

oubl

es a

nd h

alve

s n

umbe

rs 1

to

10•

Solv

es p

ract

ical

pro

blem

s in

volv

ing

shar

ing

and

grou

ping

with

num

bers

to

20•

Solv

es p

robl

ems,

and

expl

ains

sol

utio

ns,

usin

g co

ncre

te o

bjec

ts a

nd d

raw

ings

with

nu

mbe

rs u

p to

20

Ass

essm

ent

task

3:

• Id

entifi

es n

umer

osity

(pro

file)

of n

umbe

rs

1 to

20

e.g.

18 is

1 m

ore

than

17

or 1

le

ss t

han

19•

Rec

ogni

ses

near

ly d

oubl

es e

.g. 4

+4=8

: 4+

5=9

• Is

abl

e to

add

and

sub

trac

t 1-

5 to

any

nu

mbe

r to

34

• C

ompl

etes

rep

eate

d ad

ditio

n of

2 a

nd 5

• W

rite

s nu

mbe

r se

nten

ces

with

mor

e th

an o

ne o

pera

tion

e.g.

2+4-

3=?

• So

lves

pra

ctic

al p

robl

ems

invo

lvin

g sh

arin

g an

d gr

oupi

ng w

ith n

umbe

rs t

o 20

, in

clud

ing

rem

aind

ers

• So

lves

pro

blem

s, an

d ex

plai

ns s

olut

ions

, us

ing

conc

rete

obj

ects

and

dra

win

gs w

ith

num

bers

up

to 2

0

Ass

essm

ent

task

3:

• C

ount

ing

to 1

00 o

n ab

acus

and

num

ber

line/

num

ber

squa

re•

Cou

ntin

g in

mul

tiple

s of

2, 5

, and

10

usin

g co

ncre

te o

bjec

ts a

nd n

umbe

r sq

uare

• Id

entifi

es n

umer

osity

(pr

ofile

) of

num

bers

1

to 3

4 e.

g. 20

is d

oubl

e 10

, but

10

less

tha

n 30

• Is

abl

e to

add

and

sub

trac

t 1-

9 to

any

nu

mbe

r up

to

34•

Is a

ble

to a

dd a

nd s

ubtr

act

10 t

o w

hole

10’

s e.

g. 20

+10

• So

lves

pra

ctic

al p

robl

ems

invo

lvin

g sh

arin

g an

d gr

oupi

ng w

ith n

umbe

rs t

o 34

, inc

ludi

ng

prob

lem

s w

ith r

emai

nder

s•

Solv

es p

robl

ems,

and

expl

ains

sol

utio

ns, u

sing

co

ncre

te o

bjec

ts a

nd d

raw

ings

with

num

bers

up

to

34



Num

erac

y M

ilest

ones

(pe

r Ass

essm

ent T

ask)

: Gra

de 2

Term

1Te

rm 2

Term

3Te

rm 4

Ass

essm

ent T

ask

1:

• R

evis

ion

of G

rade

1 k

now

ledg

e an

d sk

ills

in r

eadi

ness

for

Gra

de 2

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-3

4 an

d ex

plor

es t

heir

re

latio

nshi

p•

Ord

ers

num

bers

(1st

-34

th)

• C

ount

s to

100

on

abac

us a

nd n

umbe

r lin

e/nu

mbe

r sq

uare

• C

ount

s ou

t ob

ject

s to

34

• Is

abl

e to

add

and

sub

trac

t si

ngle

-dig

it nu

mbe

rs e

.g. 3

+4=?

9

-6=?

• W

rite

s nu

mbe

r se

nten

ces

with

mor

e th

an o

ne o

pera

tion

e.g.

2+

4-3=

?

Ass

essm

ent T

ask

1:

• K

now

s, re

ads

and

wri

tes

num

ber

nam

es

and

sym

bols

from

1-5

0 an

d ex

plor

es t

heir

re

latio

nshi

p•

Cou

nts

out

obje

cts

to 5

0•

Solv

es p

robl

ems

invo

lvin

g gr

oupi

ng a

nd

shar

ing

incl

udin

g fa

ctio

ns a

nd r

emai

nder

s•

Iden

tifies

pat

tern

s in

num

ber

wor

k•

Estim

ates

, mea

sure

s an

d co

mpa

res

leng

th

and

capa

city

Ass

essm

ent T

ask

1:

• C

ount

s ou

t ob

ject

s to

100

• C

ount

s on

from

any

num

ber

betw

een

1 -

200

• C

ount

s ba

ckw

ards

from

any

num

ber

betw

een

200

and

1•

Dec

ompo

ses

two-

digi

t nu

mbe

rs a

s ex

pand

ed n

otat

ion

i.e. 2

6=20

+6 u

sing

fla

rd c

ards

• U

ses

expa

nded

not

atio

n of

tw

o-di

git

num

bers

to

100

e.g.

34=3

0+4

34

=10+

10+1

0+4

• So

lves

mon

ey p

robl

ems

invo

lvin

g to

tals

in

rand

s an

d ce

nts

• D

escr

ibes

pos

ition

al r

elat

ions

hip

betw

een

two

3D o

bjec

ts

Ass

essm

ent T

ask

1:

• C

ount

s ou

t ob

ject

s to

100

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

from

any

nu

mbe

r in

1, 2

, 5, 1

0 up

to

200

• Id

entifi

es t

he n

umer

osity

of n

umbe

rs 1

to

100

• O

rder

s ½

and

¼ o

n a

num

ber

line

• U

ses

hour

s an

d m

inut

es t

o ca

lcul

ate

time

Ass

essm

ent T

ask

2:

• C

ount

ing

in m

ultip

les

of 2

, 5, a

nd 1

0 us

ing

conc

rete

obj

ects

and

num

ber

squa

re•

Iden

tifies

num

eros

ity (

profi

le)

of n

umbe

rs

1 to

34

e.g.

20 is

dou

ble

10, b

ut 1

0 le

ss

than

30

• Is

abl

e to

add

and

sub

trac

t si

ngle

-dig

it nu

mbe

rs t

o 10

e.g

.10+

3=?

17-7

=?•

Estim

ates

up

to 2

0 ob

ject

s•

Rec

ogni

zes

patt

erns

in n

umbe

r w

ork

• R

ecog

nise

s an

d id

entifi

es 2

-D s

hape

s in

pic

ture

s an

d 3-

D o

bjec

ts in

the

en

viro

nmen

t

Ass

essm

ent T

ask

2:

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in 1

, 2, 5

, 10

to

200

• U

ses

flard

car

ds t

o ad

d an

d su

btra

ct

sing

le-d

igit

num

bers

to

any

two-

digi

t nu

mbe

r e.

g. 10

+6=?

20+

3=?

39-

9=?

• Id

entifi

es n

umer

osity

of n

umbe

rs t

o 74

e.

g. 24

=20+

4 or

23+

1 or

10+

10+4

or

30-

6 et

c.•

Com

plet

es r

epea

ted

addi

tion

and

subt

ract

ion

usin

g m

ultip

les

of 2

, 5, 1

0•

Rec

ogni

ses

sym

met

ry•

Col

lect

s an

d so

rts

data

acc

ordi

ng t

o gi

ven

crite

ria

Ass

essm

ent T

ask

2:

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in 2

, 5,

10 t

o 20

0•

Iden

tifies

num

eros

ity (

profi

le)

of n

umbe

rs

to 1

00 e

.g. 2

5 is

a q

uart

er o

f 100

, but

do

uble

12½

• D

ecom

pose

s tw

o-di

git

num

bers

as

expa

nded

not

atio

n i.e

. 26=

20+6

usi

ng

flard

car

ds•

Use

s ex

pand

ed n

otat

ion

of t

wo-

digi

t nu

mbe

rs t

o 10

0 e.

g. 34

=30+

4

34=1

0+10

+10+

4•

Use

s re

peat

ed a

dditi

on le

adin

g to

m

ultip

licat

ion

with

ans

wer

s up

to

50•

Solv

es p

robl

ems

usin

g gr

oupi

ng a

nd

shar

ing

whe

re t

he r

emai

nder

is a

frac

tion

• Es

timat

es, m

easu

res

and

com

pare

s le

ngth

, ca

paci

ty a

nd m

ass

• C

olle

cts,

sort

s, de

scri

bes

and

cons

truc

ts

pict

ogra

phs

acco

rdin

g to

one

att

ribu

te

chos

en b

y th

e te

ache

r

Ass

essm

ent T

ask

2:

• D

oubl

es a

nd h

alve

s bo

th o

dd a

nd e

ven

num

bers

to

100

• C

opie

s an

d ex

tend

s nu

mbe

r se

quen

ces

to 5

00•

Use

s fla

rd c

ards

to

deco

mpo

se 3

-di

git

num

bers

as

expa

nded

not

atio

n e.

g. 24

1=20

0+40

+1•

Ana

lyse

s da

ta t

o dr

aw a

con

clus

ion



Num

erac

y M

ilest

ones

(pe

r Ass

essm

ent T

ask)

: Gra

de 2

(co

ntin

ued)

Term

1Te

rm 2

Term

3Te

rm 4

Ass

essm

ent T

ask

3:

• Id

entifi

es n

umer

osity

(pr

ofile

) of

num

bers

1

to 3

4 e.

g. 20

is d

oubl

e 10

, but

10

less

th

an 3

0•

Com

plet

es r

epea

ted

addi

tion

and

subt

ract

ion

of m

ultip

les

of 2

, 5, 1

0•

Dou

bles

and

hal

ves

num

bers

1-

34•

Com

plet

es g

iven

num

ber

patt

erns

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts a

nd c

ount

ers

if ne

eded

with

num

bers

up

to 3

4

Ass

essm

ent T

ask

3:

• U

ses

flard

car

ds t

o ad

d an

d su

btra

ct

sing

le-d

igit

num

bers

to

any

two-

digi

t nu

mbe

r e.

g. 10

+6=?

20+

3=?

39-

9=?

• D

ecom

pose

s tw

o-di

git

num

bers

as

expa

nded

not

atio

n i.e

. 26=

20+6

usi

ng

flard

car

ds•

Is a

ble

to a

dd a

nd s

ubtr

act

who

le t

ens

i.e.

20+1

0•

Is a

ble

to a

dd a

nd s

ubtr

act

tw

o tw

o-di

git

num

bers

whe

re o

ne n

umbe

r is

a

who

le 1

0 e.

g. 24

+10=

?•

Rec

ogni

ses

near

ly d

oubl

es e

.g. 2

4+4=

28 :

24+5

=29

• Id

entifi

es p

atte

rns

in n

umbe

r w

ork

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts a

nd c

ount

ers

if ne

eded

with

num

bers

up

to 5

0

Ass

essm

ent T

ask

3:

• R

ecog

nise

s an

d ex

tend

s pa

tter

ns e

.g.

2+2=

4 2

0+20

=40

200

+200

=400

• W

rite

s nu

mbe

r se

nten

ces

usin

g ad

ditio

n an

d su

btra

ctio

n of

tw

o tw

o-di

git

num

bers

e.

g. 26

+10=

? 2

6+11

=? 3

2-27

=?•

Build

ing

up a

who

le 1

0 w

hen

addi

ng a

nd

subt

ract

ing

e

.g. 9

+ 4

= 9+

1 +

3 o

r

14 –

8 =

1

4 –

4

- 4

• D

oubl

es a

nd h

alve

s tw

o-di

git

num

bers

to

99•

Rea

ds a

nalo

gue

and

digi

tal c

lock

tim

e in

ho

urs

and

min

utes

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts a

nd c

ount

ers

if ne

eded

with

num

bers

up

to 1

00

Ass

essm

ent T

ask

3:

• Is

abl

e to

add

and

sub

trac

t tw

o tw

o-di

git

num

bers

e.g

. 26+

37=?

5

4-25

=?•

Cal

cula

tes

the

mul

tiplic

atio

n of

one

-dig

it nu

mbe

rs w

ith o

ne-d

igit

num

bers

e.g

. 6x

5=?

9x5=

?•

Solv

es p

robl

ems

usin

g gr

oupi

ng a

nd

shar

ing

whe

re t

he r

emai

nder

is a

frac

tion

• U

ses

flard

car

ds t

o ad

d an

d su

btra

ct o

ne-

digi

t nu

mbe

rs t

o a

thre

e-di

git

num

ber

• R

ecog

nise

s 3D

obj

ects

from

var

ious

po

sitio

ns•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

and

cou

nter

s if

need

ed w

ith n

umbe

rs u

p to

200



Num

erac

y M

ilest

ones

(pe

r Ass

essm

ent T

ask)

: Gra

de 3

Term

1Te

rm 2

Term

3Te

rm 4

Ass

essm

ent T

ask

1:

• C

onso

lidat

ion

of c

once

pts

deve

lope

d in

Gra

de 2

in r

eadi

ness

for

Gra

de 3

• C

ount

s ou

t ob

ject

s to

100

• C

ount

in 1

0 st

artin

g at

any

num

ber

e.g.

2, 1

2, 2

2, 3

2 et

c•

Dec

ompo

ses

two-

digi

t nu

mbe

rs a

s ex

pand

ed n

otat

ion

i.e. 2

6=20

+6 u

sing

fla

rd c

ards

• Is

abl

e to

add

and

sub

trac

t on

e-di

git

num

bers

and

tw

o-di

git

num

bers

to

100

e.g.

46 +

3 =

? 5

2-3=

?•

Cal

cula

tes

mul

tiplic

atio

n of

2, 5

, 10

Ass

essm

ent T

ask

1:

• C

ount

s in

mul

tiple

s of

2, 5

, 10,

20,

50

100

to a

t le

ast

500

• C

ount

s in

mul

tiple

s of

2, 5

, 10,

20,

100

st

artin

g at

any

num

ber

up t

o at

leas

t 50

0 e.

g. 24

, 44,

64,

etc

• R

ecog

nise

s an

d or

ders

num

bers

to

500

• C

alcu

late

s us

ing

addi

tion

and

subt

ract

ion

of w

hole

ten

s e.

g. 37

+50=

?•

Dou

bles

and

hal

ves

odd

and

even

nu

mbe

rs t

o 10

0•

Estim

ates

, mea

sure

s an

d co

mpa

res

mas

s us

ing

non-

stan

dard

and

sta

ndar

d m

easu

res

Ass

essm

ent T

ask

1:

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in m

ultip

les

of 2

, 3, 5

, 10,

20,

25,

50,

100

from

1 t

o 75

0•

Cou

nts

in m

ultip

les

of 2

, 5, 1

0, 2

0, 2

5, 1

00

star

ting

at a

ny n

umbe

r up

to

at le

ast

500

e.g.

224,

244

, 26

4, e

tc.

• R

ecog

nise

s nu

mer

als

and

num

ber

nam

es t

o 50

0•

Is a

ble

to a

dd s

ingl

e-di

git

num

bers

to

any

thre

e-di

git

num

ber

e.g.

137+

5•

Is a

ble

to s

ubtr

act

a th

ree-

digi

t nu

mbe

r fr

om

a th

ree

digi

t nu

mbe

r e.

g. 37

8-10

0•

Use

s fla

rd c

ards

to

add

and

subt

ract

10

and

100

and

thre

e-di

git

num

bers

• Fi

lls in

frac

tions

½ a

nd ¼

cor

rect

ly o

n a

num

ber

line

• U

ses

frac

tions

in t

he c

onte

xt o

f tim

e e.

g. 15

m

inut

es=q

uart

er o

f an

hour

Ass

essm

ent T

ask

1:

• C

ount

s fo

rwar

ds a

nd b

ackw

ards

in

mul

tiple

s 2,

3, 4

, 5, 1

0, 2

0, 2

5, 5

0, 1

00, 1

000

• R

ecog

nise

s nu

mer

als

and

num

ber

nam

es

to 1

000

• U

ses

flard

car

ds t

o de

velo

p ex

pand

ed

nota

tion

of n

umbe

rs t

o 10

00•

Is a

ble

to r

ound

off

who

le n

umbe

rs t

o th

e ne

ares

t te

n•

Can

ext

end

num

ber

sequ

ence

s to

100

0•

Inve

stig

ates

the

dis

tanc

e ar

ound

obj

ects

an

d sh

apes

usi

ng s

trin

g•

Estim

ates

, mea

sure

s an

d co

mpa

res

capa

city

usi

ng n

on-s

tand

ard

and

stan

dard

m

easu

res

Ass

essm

ent T

ask

2:

• C

ount

s in

mul

tiple

s of

2 a

nd 2

0 to

200

, 5

and

50 t

o 50

0, 1

0 an

d 10

0 to

100

0•

Is a

ble

to a

dd a

nd s

ubtr

act

tw

o tw

o-di

git

num

bers

whe

re o

ne n

umbe

r is

a

who

le 1

0 e.

g. 24

+10=

?•

Iden

tifies

the

num

eros

ity o

f num

bers

34

• D

oubl

es a

nd h

alve

s nu

mbe

rs t

o 50

• Es

timat

es, m

easu

res

and

com

pare

s le

ngth

usi

ng n

on-s

tand

ard

and

stan

dard

mea

sure

s •

Sort

s, or

ders

and

org

aniz

es o

wn

data

ac

cord

ing

to t

wo

attr

ibut

es

Ass

essm

ent T

ask

2:

• D

ecom

pose

s th

ree-

digi

t nu

mbe

rs a

s ex

pand

ed n

otat

ion

usin

g fla

rd c

ards

to

500

e.g.

498=

400+

90+8

• C

alcu

late

s us

ing

addi

tion

and

subt

ract

ion

of t

wo

two-

digi

t nu

mbe

rs e

.g. 9

2-26

=?

• Is

abl

e to

add

and

sub

trac

t t

wo-

digi

t nu

mbe

rs a

nd t

hree

-dig

it nu

mbe

rs t

o 50

0 us

ing

flard

car

ds e

.g. 3

00+4

0=?

48

0=40

0+80

• C

ompl

etes

num

ber

sent

ence

s us

ing

repe

ated

add

ition

and

sub

trac

tion

of 3

, 20,

25,

50,

100

to

500

e.g.

120+

20+2

0+20

=?•

Iden

tifies

the

num

eros

ity o

f num

bers

to

100

• Id

entifi

es n

umbe

r pa

tter

ns u

sing

add

ition

, su

btra

ctio

n an

d m

ultip

licat

ion

to 5

00•

Solv

es m

oney

pro

blem

s w

here

cen

ts a

re

conv

erte

d to

ran

ds

Ass

essm

ent T

ask

2:

• En

gage

s in

usi

ng e

xpan

ded

nota

tion

of

thre

e-di

git

num

bers

in a

var

iety

of w

ays

e.g.

235=

200+

30+5

or

235=

100+

100+

30+5

or

235=

100+

50+5

0+20

+15

• Is

abl

e to

sub

trac

t a

thre

e-di

git

num

ber

from

a

thre

e di

git

num

ber

e.g.

378-

100

• U

ses

flard

car

ds t

o ad

d an

d su

btra

ct 1

0 an

d 10

0 an

d th

ree-

digi

t nu

mbe

rs•

Com

plet

es n

umbe

r se

nten

ces

usin

g ad

ditio

n an

d su

btra

ctio

n of

10

and

100

to a

ny t

hree

di

git

num

ber

to 9

00•

Com

plet

es a

dditi

on a

nd s

ubtr

actio

n nu

mbe

r se

nten

ces

of 1

1 us

ing

who

le t

ens

• D

oubl

es a

nd h

alve

s th

ree-

digi

t nu

mbe

rs t

o 50

0•

Solv

es p

robl

ems

invo

lvin

g th

e co

nver

sion

of

min

utes

to

hour

s, ho

urs

to d

ays

• Is

abl

e to

col

lect

, sor

t an

d or

gani

ze s

uppl

ied

data

and

the

n dr

aw a

bar

gra

ph u

sing

the

da

ta

Ass

essm

ent T

ask

2:

• En

gage

s in

usi

ng e

xpan

ded

nota

tion

of t

hree

-dig

it nu

mbe

rs in

a v

arie

ty

of w

ays

to 1

000

e.g.

563=

500+

60+3

or

563

=200

+200

+100

+60+

3 o

r 56

3=30

0+10

0+50

+50+

40+2

3•

Build

s up

mul

tiplic

atio

n ta

bles

of 2

, 3,

4, 5

, 9, 1

0, 1

1 up

to

100

i.e. 5

x20=

100,

20

x5=1

00•

Cal

cula

tes

usin

g di

visi

on o

f tw

o-di

git

by

one-

digi

t nu

mbe

rs e

.g. 7

5÷5=

• C

an e

xten

d nu

mbe

r se

quen

ces

to 1

000

• Is

abl

e to

rea

d an

d dr

aw a

sim

ple

map

of

the

scho

ol a

nd c

lass

room

• In

vest

igat

es t

he a

rea

of a

sur

face

(e.

g. a

desk

) us

ing

tilin

g•

Estim

ates

, mea

sure

s an

d co

mpa

res

mas

s, le

ngth

and

cap

acity

usi

ng s

tand

ard

mea

sure

s



Num

erac

y M

ilest

ones

(pe

r Ass

essm

ent T

ask)

: Gra

de 3

(co

ntin

ued)

Term

1Te

rm 2

Term

3Te

rm 4

Ass

essm

ent T

ask

3:

• R

ecog

nise

s th

e pa

tter

n of

cou

ntin

g in

10

sta

rtin

g fr

om a

ny n

umbe

r•

Build

ing

up t

he 1

0 w

hen

addi

ng a

nd

subt

ract

ing

i.e.

9+

4 =

9+1

+3

19

+4=1

9+1

+3

29

+4=2

9+1

+3

• So

lves

pro

blem

s us

ing

grou

ping

and

sh

arin

g w

here

the

rem

aind

er is

a

frac

tion

• D

eter

min

es t

he li

ne o

f sym

met

ry in

2-

D s

hape

s•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

and

cou

nter

s if

need

ed w

ith n

umbe

rs u

p to

200

Ass

essm

ent T

ask

3:

• Is

abl

e to

add

and

sub

trac

t t

wo-

digi

t nu

mbe

rs a

nd t

hree

-dig

it nu

mbe

rs t

o 50

0 us

ing

flard

car

ds e

.g. 3

00+4

0=?

48

0=40

0+80

• Is

abl

e to

cal

cula

te t

he m

ultip

licat

ion

of 2

, 3,

5, 9

, 10

and

11 t

o at

leas

t 10

0•

Com

plet

es n

umbe

r se

nten

ces

usin

g re

peat

ed a

dditi

on a

nd s

ubtr

actio

n of

3, 2

0, 2

5, 5

0, 1

00 t

o 50

0 e.

g.12

0+20

+20+

20=?

• Id

entifi

es t

he n

umer

osity

of n

umbe

rs t

o 10

0•

Is a

ble

to c

alcu

late

div

isio

n of

tw

o di

git

num

bers

by

one

digi

t nu

mbe

rs e

.g.

25÷5

=?•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns,

usin

g nu

mbe

r ch

arts

and

cou

nter

s if

need

ed w

ith n

umbe

rs u

p to

500

Ass

essm

ent T

ask

3:

• En

gage

s in

usi

ng e

xpan

ded

nota

tion

of

thre

e-di

git

num

bers

in a

var

iety

of w

ays

e.g.

235=

200+

30+5

or

235=

100+

100+

30+5

or

235=

100+

50+5

0+20

+15

• U

ses

the

asso

ciat

ive

prop

erty

of

mul

tiplic

atio

n to

com

plet

e nu

mbe

r se

nten

ces

e.g.

2x5=

5x2

• So

lves

div

isio

n pr

oble

ms

thro

ugh

shar

ing

and

grou

ping

with

rem

aind

ers

• D

oubl

es a

nd h

alve

s th

ree-

digi

t nu

mbe

rs t

o 50

0•

Rec

ogni

ses

thre

e di

men

sion

al o

bjec

ts fr

om

diffe

rent

pos

ition

s•

Solv

es m

oney

pro

blem

s w

here

ran

ds a

re

conv

erte

d to

cen

ts•

Solv

e pr

oble

ms,

and

expl

ains

sol

utio

ns, u

sing

nu

mbe

r ch

arts

if n

eede

d w

ith n

umbe

rs u

p to

75

0

Ass

essm

ent T

ask

3:

• En

gage

s in

usi

ng e

xpan

ded

nota

tion

of t

hree

-dig

it nu

mbe

rs in

a v

arie

ty

of w

ays

to 1

000

e.g.

563=

500+

60+3

or

563

=200

+200

+100

+60+

3 o

r 56

3=30

0+10

0+50

+50+

40+2

3•

Cal

cula

tes

usin

g ad

ditio

n an

d su

btra

ctio

n of

tw

o th

ree-

digi

t nu

mbe

rs e

.g.

300+

259=

?•

Build

s up

mul

tiplic

atio

n ta

bles

of 2

, 3,

4, 5

, 9, 1

0, 1

1 up

to

100

i.e. 5

x20=

100,

20

x5=1

00•

Cal

cula

tes

usin

g di

visi

on o

f tw

o-di

git

by

one-

digi

t nu

mbe

rs e

.g. 7

5÷5=

• Is

abl

e to

rea

d an

d in

terp

ret

data

in a

si

mpl

e ta

ble

• So

lve

prob

lem

s, an

d ex

plai

ns s

olut

ions

, us

ing

num

ber

char

ts if

nee

ded

with

nu

mbe

rs u

p to

100

0



Rubrics for Numeracy Assessment Task 3Grade 1: Term 1

Holistic rubric for 3rd Assessment Task1

Not achieved

2Partial

achievement

3Satisfactoryachievement

4Outstandingachievement

Is the learner able to:

Any two correct

Any three to four correct

Any five to seven correct

All eight correct

1. Pack out objects next to the symbol 1-6 correctly?

2. Identify objects 1st to 6th in order?

3. Count out objects to 10?

4. Count to 20 on the number line?

5. Estimate up to 6 objects?

6. Recognise addition (+), subtraction (-) and equals (=) signs?

7. Solve problems using concrete objects and drawings with numbers up to 10?

8. Explain how they solved a problem?

Grade 1: Term 2Holistic rubric for 3rd Assessment Task

1Not

achieved

2Partial

achievement




Any two correct

Any three to five correct

Any six to eight correct

All ten correct

1. Identify the numbers 1 to 10?

2. Identify the number words one to ten?


4. Add two single digit numbers? e.g. 2+6=?

5. Subtract two single digit numbers? e.g. 7-3=?

6. Double numbers between 1 and 10?

7. Halve numbers between 1 and 10?

8. Identify the numerosity (profile) of single digit numbers? e.g. 7 is 1 less than 8 but 1 more than 6

9. Solve problems involving sharing and grouping within the 1-10 number range, using concrete objects

10. Solve problems and explain solutions using concrete objects and drawings with numbers up to 20?



Grade 1: Term 3Checklist for 3rd Assessment Task

Name of learner: Date:

Is the learner able to: Yes No


2. Recognise numbers on a number chart to 50?

3. Identify the numerosity (profile) of numbers 1 to 20 e.g. double 10 is 20?

4. Add numbers 1-5 to any number 1 to 20?

5. Subtract numbers 1-5 to any number 1 to 20?

6. Complete repeated addition sums of 2?

7. Recognise ‘nearly doubles’ e.g. 4+4=, 4+5=, 4+3=?

8. Complete sums with two different operations correctly using numbers 1 to 10?

9. Solve addition, subtraction and multiplication word problems using concrete objects with numbers up to 20?

10. Explain own thinking when solving problems?

Final Rating1 2 3 4

Not achieved Partially achieved Satisfactory achievement Outstanding achievement


1Not

achieved

2Partial

achievement




Any two correct



All ten correct

1. Count to 100 using an abacus (or concrete objects)?

2. Count to 100 on the number line?

3. Count in multiples of 2, 5 and 10?

4. Identify the numerosity (profile) of numbers up to 34? e.g. 25 is 20+5 or 30-5 or 21+4 etc

5. Add any single digit number to numbers from 1 to 34?

6. Subtract any single digit number from numbers 1-34?

7. Add and subtract 10 to any whole 10? e.g. 20+10=? 30-10=?

8. Solve problems involving sharing and grouping within the 1-34 number range, using concrete objects, drawings, numbers?

9. Solve word problems involving any of the four operations (+, -, x, ÷)?

10. Explain own thinking when solving word problems?





Not achieved

2Partial

achievement




Any two correct



All ten correct

1. Fill in a number chart correctly?

2. Complete a given number line counting in 1’s?

3. Name odd and even numbers?

4. Write the number names for 11 to 19?

5. Count in 2, 5, 10?

6. Complete repeated addition sums using multiples of 2, 5 and 10?

7. Double and halve numbers to 34?

8. Complete a given number pattern?

9. Correctly complete sums with more than one operation?

10. Solve a variety of word problems using numbers to 34 and explain reasoning?

Grade 2: Term 2Rating scale for 3rd Assessment Task

Name: Date:

Is the learner able to: Rating Comments

1. Count in multiples of 10 to 200 with understanding?

2. Build up two-digit numbers using flard cards (expanded notation cards)? e.g. 20+6=26

3. Decompose two-digit numbers as expanded notation using flard cards? e.g. 26 = 20+6

4. Add and subtract two two-digit numbers, where both are whole tens, using flard cards? e.g. 30+10=? 30+20=? 50-10=? 50-20=?

5. Use flard cards to add and subtract two two-digit numbers where one number is a whole ten? e.g. 24+10=? 34-10=?

6. Complete written addition and subtraction number sentences of two two-digit numbers where both numbers are whole tens?

7. Identify the numerosity of numbers to 50 by writing own number sentences? e.g. 39=30+9=40-1=35+4=29+10=49-10 etc.

8. Identify patterns in number work? E.g. 2+1=? 21+1=? 31+1=? Or 51-2=? 41-2=? 31-2=? Or 2+2+2=? 12+2+2=? 22+2+2=?

9. Solve word problems involving all four operations (+, -, x, ÷) with numbers up to 50, using any or all of the following: concrete objects, drawings, number squares, numerals, number sentences

10. Explain own thinking when solving problems.

Final Rating1 2 3 4




Grade 2: Term 3Checklist for 3rd Assessment Task

Name: Date:


1. Recognises numerals and number words to one hundred.

2. Counts in 2’s starting at any number

3. Extends a given number pattern using multiples of 10 e.g. 3+3=6, 30+30=60, 300+300=600

4. Extends a given number pattern using single digit and two-digit numbers working over the ten e.g. 27+5=? 37+5=? 47+5=? Or 42-4=? 32-4=? 22-4=?

5. Completes written addition and subtraction number sentences of two two-digit numbers where one number is a whole tens e.g. 37+10=? 59+20=? 94-10=? 88-20=?

6. Builds a whole ten when adding i.e. 9+4 9+1=10+3=13, 19+4 19+1=20+3=23

7. Builds a whole ten when subtracting i.e.14-6 14-4=10-2=8, 54-6 54-4=50-2=48

8. Reads analogue and digital time in hours and minutes

9. Solves word problems involving all four operations (+, -, x, ÷) with numbers up to 100, using any or all of the following: concrete objects, drawings, flard cards, number squares,number sentences

10. Explains own thinking when solving problems.


1Not

achieved

2Partial

achievement




Any two correct



All ten correct

1. Use repeated addition leading to multiplication? e.g. 5+5+5=3x5=15

2. Calculate multiplication of 2 single-digit numbers? e.g. 6x5=? 9x2=?

3. Write two-digit numbers as expanded notation? e.g. 47=40+7 or 47= 20+20+7 or 47=30+17 etc.

4. Add 2 two-digit numbers using expanded notation? e.g. 27+35 20+30 50+7 57+5 62 or 27+35 27+30

57+5=62

5. Subtract 2 two-digit numbers using expanded notation e.g. 72 – 36 72-30 42-6 36 or 72-36 72-10-10-10

42-2 40-4 36

6. Build three-digit numbers using flard cards?

7. Recognise a 3-D object from different positions?

8. Solve problems using sharing and grouping where the remainder is a fraction?

9. Solve word problems involving all four operations (+, -, x, ÷) with numbers up to 100, using any or all of the following: concrete objects, drawings, flard cards, number squares,number sentences?

10. Explain own thinking when solving problems?





Not achieved

2Partial

achievement




Any two correct



All ten correct

1. Count in multiples of 10 starting at any number?

2. Recognise the pattern of counting in 10 on a number chart?

3. Explain the pattern of multiples of 10 in relation to other multiples?

4. Complete addition number sentences using 9? e.g. 5+9=5+10-1=15-1=14

5. Complete subtraction number sentences using 9? e.g. 24-9=24-10+1=14+1=15

6. Add two numbers by completing the ‘10’ first? e.g. 6+7 = 6+4 +3=10+3=13

7. Identify the numerosity (profile) of numbers to 34 by writing own number sentences?

8. Find one line of symmetry in circles, squares, rectangles and triangles?

9. Solve problems using grouping and sharing where the answer is a fraction?

10. Solve word problems, using all four operations and numbers up to 200, and explain reasoning?

Grade 3: Term 2Rating scale for 3rd Assessment Task

Name: Date:


1. Use flard cards to decompose 3-digit numbers?

2. Write the expanded notation for 3-digit numbers? e.g. 357=300+50+7

3. Add and subtract whole tens and whole hundreds using flard cards? e.g. 358+60=? 358+200=? 358-20=? 358-200=?

4. Count in multiples of 2, 5, 9, 10 and 11 and answers questions? e.g. If 4x5 is 20, how much is 5x5? (one more five) 3x5? (one less five) 8x5? (double 4 times five)

5. Correctly complete multiplication number sentences using 2, 5, 9, 10 and 11?

6. Complete number sentences correctly using repeated addition of 20, 25, 50 and 100? e.g. 200+25+25+25=?

7. Correctly complete number sentences using repeated subtraction of 20, 25, 50 and 100? e.g. 400-100-100-100=?

8. Calculate division of two digit numbers by one digit numbers correctly? e.g. 25÷5=?

9. Break up two-digit numbers into different combinations, orally and written? e.g. 98=90+8, or 98=50+40+8, or 98=25+25+25+25-2

10. Solve word problems using the four operations with numbers to 500, and explain how the problem was solved?

Final Rating1 2 3 4




Grade 3: Term 3Holistic rubric for 3rd Assessment Task: Term 3

1Not

achieved

2Partial

achievement




Any two correct



All ten correct

1. Decompose three-digit numbers using flard cards?

2. Use expanded notation of three-digit numbers in a variety of ways (both addition and subtraction)?

3. Complete multiplication number sentences by using the associative property of multiplication? e.g. 3x4=4x3

4. Double odd and even numbers up to 500?

5. Halve odd and even numbers up to 500?

6. Recognise a three-dimensional object from different angles? e.g. a book from the top, from the side, from the corner, etc.

7. Solve division problems, both grouping and sharing, where there is a remainder?

8. Solve division problems, both grouping and sharing, where the remainder is a fraction?

9. Solve money problems where rands are converted to cents?

10. Solves word problems, including all four operations using numbers to 750, and explains how the solution was reached?

Grade 3: Term 4

Holistic rubric for 3rd Assessment Task: Term 41

Not achieved

2Partial

achievement




Any two correct



All ten correct

1. Recognise and order numbers to 1000?

2. Decompose three-digit numbers to 999 in a variety of ways? e.g. 498= 400+90+8 or 200+200+50+40+8 or 300+150+48

3. Correctly add and subtract a two-digit number and a three-digit number working over the ten/hundred?

e.g. 597+28=? 326-48=?

4. Add two three-digit numbers correctly?

5. Subtract two three-digit numbers correctly?

6. Build multiplication tables of 2, 3, 4, 5, 9, 10, 11 up to 100? e.g. 20x3=60, 3x20=60

7. Calculate division of two-digit numbers by one-digit numbers? e.g. 70÷5=?

8. Read and interpret data from a simple table?

9. Solve problems using grouping and sharing where the answer is a fraction or a remainder?

10. Solve word problems using the four operations with numbers to 1000 (using number charts, number lines, etc. if needed) and explain how the problem was solved?



A Note on the Literacy Assessment Tasks

The National Policy on Assessment for Schools stipulates that four assessment tasks in Literacy should be formally assessed each term. These tasks cover the essential milestones expected for that term (refer to pages 20 -27 in this document). The Learning Outcomes and Assessment Standards used to develop assessment tasks are stated in the Work Schedule and the assessment tasks are further described in the Literacy Programme of Assessment.

Use the milestones to ensure your Work Schedule covers the required knowledge skills and values for teaching and learning demonstrating conceptual progression. Not everything taught needs to be formally assessed. However, it is essential that you continuously assess your learners’ progress through both a formal and an informal assessment programme, as this informs your daily planning. Do not only use the Assessment Tasks for assessing listening and speaking skills. On a daily basis you must observe your learners’ listening skills, oral competence, ability to answer questions, participation in discussions and wriiten recording skills where necessary.

It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognize words. Your assessing of reading is, therefore, also continuous and not just a once-off assessment. Reading assessment should take place using a seen and prepared passage at the level of the learner, as well as using an unseen passage which everyone in the class will be expected to read.

For each Assessment Task, you must design two or more activities that will allow learners to demonstrate the skills, knowledge and values you are assessing i.e. the criteria from the Assessment Standards. Use the holistic rubrics, checklists and rating scales provided as well as other assessment tools to observe, assess and record your learner’s level of understanding.

You need to ensure that assessment is not only done as written work, but allows for practical and oral work too (forms of assessment). The Assessment Task, therefore, needs to be infused into your normal teaching and learning time over a period of time e.g. 5 –7 consecutive days. You want to assess what learners understand and not what they can just memorise, so integrate your activities as much as possible e.g. learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/ recording their personal news or a story? Recording of assessment is against the whole task, using the National codes and level descriptors.



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

1Te

rm 1

Term

2Te

rm 3

Term

4

Ora

l:•

List

ens

to s

impl

e in

stru

ctio

ns a

nd

resp

onds

app

ropr

iate

ly•

List

ens

with

out

inte

rrup

ting

• Li

sten

s to

sto

ries

with

inte

rest

• Se

quen

ces

pict

ures

of a

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s•

Talk

s ab

out

pict

ures

•

Says

poe

ms

and

rhym

es a

nd d

oes

the

actio

ns•

Part

icip

ates

in d

iscu

ssio

ns•

Ans

wer

s cl

osed

que

stio

ns•

Des

crib

es o

bjec

ts in

ter

ms

of c

olou

r, si

ze,

shap

e, q

uant

ity u

sing

cor

rect

voc

abul

ary

Pho

nics

:•

Dis

tingu

ishe

s au

rally

bet

wee

n di

ffere

nt

initi

al s

ound

s of

wor

ds•

Iden

tifies

lett

er-s

ound

rel

atio

nshi

ps o

f si

ngle

sou

nds

e.g.

l, i,

h, m

, a, e

tc. T

here

sh

ould

be

5 vo

wel

s an

d at

leas

t 5

cons

onan

t so

unds

• Bu

ilds

up s

hort

wor

ds u

sing

sou

nds

lear

nt

e.g.

c-a-

t : c

at

• Be

gins

usi

ng b

lend

s to

mak

e w

ords

e.g

. ‘a

t’ c-

at, m

-at

Rea

ding

:•

Hol

ds t

he b

ook

the

righ

t w

ay u

p an

d tu

rns

page

s co

rrec

tly•

Use

s pi

ctur

es t

o ta

lk a

bout

the

sto

ry•

Use

s pi

ctur

es t

o pr

edic

t w

hat

the

stor

y is

ab

out

• In

terp

rets

pic

ture

s to

mak

e up

ow

n st

ory

i.e. ‘r

eads

’ the

pic

ture

• R

ecog

nise

s ow

n na

me

• R

ecog

nise

s at

leas

t 25

sig

ht w

ords

• R

eads

alo

ud fr

om o

wn

book

in a

gui

ded

read

ing

grou

p w

ith t

each

er i.

e. w

hole

gr

oup

read

s sa

me

stor

y

Ora

l:•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

• Ta

kes

turn

s to

spe

ak•

List

ens

to s

tori

es w

ith in

tere

st•

List

ens

to s

tori

es a

nd id

entifi

es t

he m

ain

idea

• Jo

ins

in t

he c

horu

ses

of s

ongs

, sto

ries

, rh

ymes

• Se

quen

ces

pict

ures

of a

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s us

ing

corr

ect

sequ

ence

• Pa

sses

on

mes

sage

s •

Says

poe

ms

and

rhym

es a

nd d

oes

the

actio

ns•

Part

icip

ates

in d

iscu

ssio

ns a

nd a

sks

ques

tions

• A

nsw

ers

clos

ed a

nd o

pen-

ende

d qu

estio

ns•

Des

crib

es o

bjec

ts in

ter

ms

of a

ge,

dire

ctio

n, s

eque

nce

usin

g co

rrec

t vo

cabu

lary

• Id

entifi

es p

art

from

the

who

le

Pho

nics

:•

Dis

tingu

ishe

s au

rally

bet

wee

n di

ffere

nt

end

soun

ds o

f wor

ds•

Iden

tifies

lett

er-s

ound

rel

atio

nshi

ps o

f all

sing

le s

ound

s•

Build

s up

wor

ds u

sing

sou

nds

lear

nt•

Build

s up

and

bre

aks

dow

n si

mpl

e w

ords

be

ginn

ing

with

a s

ingl

e co

nson

ant

into

ri

me

(sou

nd fa

mili

es a

t en

d of

wor

d) e

.g.

h-en

, p-e

n; t

-in, p

-in

• Bu

ilds

up a

nd b

reak

s do

wn

sim

ple

wor

ds

begi

nnin

g w

ith a

sim

ple

cons

onan

t in

to

onse

t (s

ound

fam

ilies

at

begi

nnin

g of

w

ord)

e.g

. fa-

t, fa

-n; b

e-d,

be-

g•

Gro

ups

com

mon

wor

ds in

to s

ound

fa

mili

es e

.g. h

ot, h

op, h

ob

Ora

l:•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• Li

sten

s to

sto

ries

with

inte

rest

and

en

joym

ent

• Li

sten

s fo

r th

e de

tail

in s

tori

es a

nd

answ

ers

open

-end

ed q

uest

ions

• Se

quen

ces

pict

ures

of a

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s va

ryin

g to

ne a

nd v

olum

e of

voi

ce•

Rol

e pl

ays

diffe

rent

situ

atio

ns

• Sa

ys p

oem

s an

d rh

ymes

and

doe

s th

e ac

tions

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns•

Use

s in

tere

stin

g w

ords

and

des

crip

tions

w

hen

spea

king

• Id

entifi

es s

imila

ritie

s an

d di

ffere

nces

usi

ng

corr

ect

voca

bula

ry

Pho

nics

:•

Dis

tingu

ishe

s au

rally

bet

wee

n di

ffere

nt

mid

dle

soun

ds o

f wor

ds•

Iden

tifies

rhy

min

g w

ords

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of a

ll si

ngle

sou

nds

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

• Bu

ilds

up a

nd b

reak

s do

wn

sim

ple

wor

ds

begi

nnin

g w

ith a

•

cons

onan

t bl

end

e.g.

bl-a

ck, b

l-ock

; fl-a

g, fl-

at•

Build

s up

and

bre

aks

dow

n si

mpl

e w

ords

en

ding

with

con

sona

nt b

lend

s e.

g. si

-ng,

ra-n

g st

i-nk,

ra-n

k•

Gro

ups

com

mon

wor

ds in

to s

ound

fa

mili

es

Rea

ding

:•

Use

s bo

ok c

over

to

pred

ict

wha

t th

e bo

ok is

abo

ut

Ora

l:•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

and

take

s tu

rns

to s

peak

• Li

sten

s to

sto

ries

with

inte

rest

and

en

joym

ent

• Li

sten

s to

sto

ries

and

exp

ress

es fe

elin

gs

abou

t th

e st

ory

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

• Te

lls a

sto

ry w

hich

has

a b

egin

ning

, mid

dle

and

end

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns•

Cla

ssifi

es in

form

atio

n fr

om a

vis

ual

sour

ce

Pho

nics

:•

Iden

tifies

lett

er-s

ound

rel

atio

nshi

ps o

f all

sing

le s

ound

s•

Build

s up

wor

ds u

sing

sou

nds

lear

nt•

Use

s co

nson

ant

blen

ds t

o bu

ild u

p an

d br

eak

dow

n w

ords

• R

ecog

nise

s co

nson

ant

diag

raph

s (s

h, c

h an

d th

) at

the

beg

inni

ng o

f a w

ord

e.g.

sh-ip

, ch-

ip, t

h-in

k•

Rec

ogni

ses

com

mon

con

sona

nt d

iagr

aphs

(s

h, c

h, t

h) a

t th

e en

d of

wor

ds e

.g. fi

-sh,

ri

-ch,

clo

-th

• R

ecog

nise

s ‘m

agic

e’ i

n w

ords

e.g

. cak

e,

time,

hop

e•

Gro

ups

com

mon

wor

ds in

to s

ound

fa

mili

es

Rea

ding

:•

Use

s co

ver

of b

ook

to p

redi

ct e

ndin

g •

Inte

rpre

ts in

form

atio

n fr

om s

impl

e ta

bles

e.

g. ca

lend

ar•

Rec

ogni

ses

at le

ast

200

sigh

t w

ords



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

1 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

Han

dwri

ting

:•

Hol

ds p

enci

l and

cra

yon

corr

ectly

• W

rite

s fr

om le

ft to

rig

ht•

Wri

tes

from

top

to

bott

om, w

ritin

g on

ev

ery

line

• Fo

rms

low

er c

ase

lett

ers

corr

ectly

ac

cord

ing

to s

ize

and

posi

tion

i.e. s

tart

s an

d en

ds in

the

cor

rect

pla

ce

Wri

ting

:•

Dra

ws

pict

ures

to

conv

ey a

mes

sage

e.g

. ab

out

a pe

rson

al e

xper

ienc

e•

Cop

ies

one

sent

ence

of n

ews

from

the

bo

ard

corr

ectly

• C

ontr

ibut

es id

eas

for

a cl

ass

stor

y•

Wri

tes

wor

ds u

sing

sou

nds

lear

nt

Rea

ding

:•

Use

s pi

ctur

es t

o pr

edic

t w

hat

the

stor

y is

ab

out

• In

terp

rets

pic

ture

s to

mak

e up

ow

n st

ory

i.e. ‘r

eads

’ the

pic

ture

• R

ecog

nise

s at

leas

t 50

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s qu

estio

ns b

ased

on

the

pass

age

read

• U

ses

clue

s an

d pi

ctur

es in

tex

t fo

r un

ders

tand

ing

• Be

gins

usi

ng p

honi

cs a

s a

deco

ding

ski

ll w

hen

read

ing

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

• R

eads

inde

pend

ently

Han

dwri

ting

:•

Hol

ds p

enci

l and

cra

yon

corr

ectly

• Fo

rms

low

er c

ase

lett

ers

corr

ectly

• W

rite

s w

ords

with

cor

rect

spa

cing

Wri

ting

:•

Dra

ws

pict

ures

to

conv

ey a

mes

sage

e.g

. ab

out

a pe

rson

al e

xper

ienc

e•

Wri

tes

one

sent

ence

of o

wn

new

s or

sh

ared

wri

ting

• C

ontr

ibut

es id

eas

for

a cl

ass

stor

y•

Wri

tes

wor

ds u

sing

sou

nds

lear

nt•

Com

pile

s a

list

of w

ords

acc

ordi

ng t

o in

stru

ctio

ns e

.g. f

ood

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ords

e.g

. an

t, bo

ok, c

at

• In

terp

rets

info

rmat

ion

from

an

illus

trat

ion

or p

oste

r•

Rec

ogni

ses

at le

ast

100

sigh

t w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Iden

tifies

the

seq

uenc

e of

eve

nts

in w

hat

was

rea

d•

Ans

wer

s op

en-e

nded

que

stio

ns b

ased

on

the

pass

age

read

• U

ses

clue

s an

d pi

ctur

es in

tex

t fo

r un

ders

tand

ing

• U

ses

deco

ding

ski

lls w

hen

read

ing

• Sh

ows

an u

nder

stan

ding

of p

unct

uatio

n w

hen

read

ing

alou

d•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

• R

eads

ow

n w

ritin

g•

Rea

ds in

depe

nden

tly

Han

dwri

ting

:•

Hol

ds p

enci

l and

cra

yon

corr

ectly

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

wor

ds w

ith c

orre

ct s

paci

ng

Wri

ting

:•

Wri

tes

at le

ast

two

sent

ence

s of

ow

n ne

ws

or s

hare

d w

ritin

g •

Con

trib

utes

idea

s an

d w

ords

for

a cl

ass

stor

y•

Wri

tes

wor

ds t

o fo

rm a

sen

tenc

e us

ing

soun

ds le

arnt

• Be

gins

to

use

capi

tal l

ette

rs a

nd fu

ll st

ops

• W

rite

s so

tha

t ot

hers

can

rea

d w

hat

has

been

wri

tten

• W

rite

s a

mes

sage

on

a ca

rd e

.g. a

get

wel

l ca

rd•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d e.

g. ca

t, do

g, ea

t

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng s

kills

whe

n re

adin

g un

fam

iliar

wor

ds•

Rea

ds w

ith in

crea

sing

flue

ncy

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Giv

es a

n op

inio

n on

wha

t w

as r

ead

• R

eads

alo

ud t

o a

part

ner

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er•

Rea

ds o

wn

and

othe

rs’ w

ritin

g•

Rea

ds in

depe

nden

tly

Han

dwri

ting

:•

Hol

ds p

enci

l and

cra

yon

corr

ectly

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

wor

ds w

ith c

orre

ct s

paci

ng•

Wri

tes

a se

nten

ce c

orre

ctly

Wri

ting

:•

Wri

tes

at le

ast

thre

e se

nten

ces

of o

wn

new

s, sh

ared

wri

ting

or c

reat

ive

stor

y •

Con

trib

utes

idea

s an

d w

ords

for

a cl

ass

stor

y•

With

hel

p w

rite

s w

ords

to

form

a

sent

ence

usi

ng s

ound

s le

arnt

, cap

ital

lett

ers

and

full

stop

s•

With

hel

p be

gins

to

use

pres

ent

and

past

te

nse

corr

ectly

in w

ritin

g •

Wri

tes

one

sent

ence

so

that

oth

ers

can

read

wha

t ha

s be

en w

ritt

en•

Wri

tes

a ca

ptio

n fo

r a

draw

ing

or p

ictu

re•

Org

anis

es in

form

atio

n in

to a

sim

ple

grap

hic

form

e.g

. a p

oste

r•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d e.

g. fa

r, go

od, h

at



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

2Te

rm 1

Term

2Te

rm 3

Term

4

Ora

l:•

List

ens

to in

stru

ctio

ns c

onta

inin

g at

leas

t tw

o el

emen

ts a

nd r

espo

nds

appr

opri

atel

y•

Lis

tens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• Ta

kes

turn

s to

spe

ak•

List

ens

to s

tori

es w

ith e

njoy

men

t an

d sh

ows

unde

rsta

ndin

g by

dis

cuss

ing

deta

ils•

Rep

eats

a s

eque

nce

of e

vent

s in

the

sto

ry

corr

ectly

• Li

sten

s to

a s

tory

and

ans

wer

s qu

estio

ns

rela

ted

to t

he s

tory

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

pe

rson

al n

ews

• Te

lls a

sto

ry w

hich

has

a b

egin

ning

, mid

dle

and

end

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns a

nd s

ugge

stin

g id

eas

• U

ses

corr

ect

wor

ds fo

r th

e co

ntex

t e.

g. an

invi

tatio

n•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

:•

Iden

tifies

lett

er-s

ound

rel

atio

nshi

ps o

f all

sing

le s

ound

s•

Build

s up

and

sou

nds

out

wor

ds u

sing

so

unds

lear

nt•

Use

s co

nson

ant

blen

ds t

o bu

ild u

p an

d br

eak

dow

n w

ords

e. g

. bl-a

ck, b

l-ow

; ri-

ng, s

a-ng

• R

ecog

nise

s co

nson

ant

diag

raph

s (s

h, c

h ,

th a

nd w

h) a

t th

e be

ginn

ing

of a

wor

d e.

g. sh

-ip, c

h-ip

, th-

ink,

wh-

en•

Rec

ogni

ses

com

mon

con

sona

nt d

iagr

aphs

(s

h, c

h, t

h) a

t th

e en

d of

wor

ds e

.g. fi

-sh,

ri

-ch,

clo

-th

• R

ecog

nise

s vo

wel

dia

grap

hs e

.g. o

o as

in

room

and

ee

as in

feet

Ora

l:•

List

ens

to m

ore

com

plex

inst

ruct

ions

and

re

spon

ds a

ppro

pria

tely

• Li

sten

s w

ithou

t in

terr

uptin

g sh

owin

g re

spec

t fo

r th

e sp

eake

r•

Take

s tu

rns

to t

alk

• Li

sten

s to

sho

rt s

tori

es fo

r a

long

er

peri

od w

ith e

njoy

men

t•

List

ens

to s

tori

es a

nd p

oem

s an

d id

entifi

es t

he m

ain

idea

, det

ails

and

se

quen

ce o

f eve

nts

• Ex

pres

ses

feel

ings

abo

ut t

he s

tory

or

poem

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

with

out

repe

titio

n•

Mak

es u

p ow

n rh

ymes

usi

ng im

agin

ativ

e la

ngua

ge•

Part

icip

ates

in d

iscu

ssio

ns a

nd a

sks

ques

tions

• A

nsw

ers

clos

ed a

nd o

pen-

ende

d qu

estio

ns a

nd g

ives

rea

sons

for

answ

ers

• Id

entifi

es s

imila

ritie

s an

d di

ffere

nces

• C

lass

ifies

thi

ngs

and

expl

ains

cl

assi

ficat

ion

e.g.

all a

nim

als

with

4 le

gs

and

thos

e w

ith 2

legs

• R

espo

nds

to r

iddl

es•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

:•

Rec

ogni

ses

3-le

tter

con

sona

nt b

lend

s at

th

e be

ginn

ing

of w

ords

e.g

. str

-ip, s

tr-a

p•

Rec

ogni

ses

3-le

tter

con

sona

nt b

lend

s at

th

e en

d of

wor

ds e

.g. p

o-nd

s, st

a-nd

s, ca

-tc

h•

Rec

ogni

ses

at le

ast

3 ne

w v

owel

ble

nds

e.g.

oa a

s in

boa

t, ea

as

in e

at, s

hort

oo

as

in b

ook

etc

. •

Rec

ogni

ses ‘

mag

ic e

’ in

wor

ds e

.g. c

ake,

tim

e, h

ope

Ora

l:•

List

ens

to a

seq

uenc

e of

inst

ruct

ions

and

re

spon

ds a

ppro

pria

tely

• Li

sten

s w

ithou

t in

terr

uptin

g sh

owin

g re

spec

t fo

r th

e sp

eake

r an

d as

king

qu

estio

ns fo

r cl

arifi

catio

n•

List

ens

to s

tori

es a

nd p

redi

cts

the

endi

ng,

or m

akes

up

own

endi

ng fo

r th

e st

ory

• Li

sten

s fo

r th

e de

tail

in s

tori

es a

nd

answ

ers

open

-end

ed q

uest

ions

to

deve

lop

criti

cal l

iste

ning

ski

lls•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s va

ryin

g to

ne a

nd v

olum

e of

voi

ce•

Rol

e pl

ays

diffe

rent

situ

atio

ns e

.g. n

ews

pres

ente

r •

Says

poe

ms

and

rhym

es a

nd d

oes

the

actio

ns•

Part

icip

ates

in d

iscu

ssio

ns, a

skin

g an

d an

swer

ing

ques

tions

• U

ses

inte

rest

ing

wor

ds a

nd d

escr

iptio

ns

whe

n sp

eaki

ng•

Tells

joke

s an

d ri

ddle

s •

Inte

rvie

ws

an a

dult

visi

tor

to t

he c

lass

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

:•

Rec

ogni

ses

initi

al a

nd e

nd c

onso

nant

bl

ends

• R

ecog

nise

s at

leas

t 5

new

vow

el b

lend

s e.

g. ai

as

in p

ain,

ay

as in

pay

, oi a

s in

coi

n,

oy a

s in

toy

, sho

rt e

a as

in b

read

•

Use

s w

ords

pro

noun

ced

like

anot

her

wor

d, b

ut w

ith a

diff

eren

t m

eani

ng

(hom

opho

ne)

e.g.

fly :

to fl

y in

an

aero

plan

e or

a fl

y th

at is

an

inse

ct•

Rec

ogni

ses

the

first

sou

nd (

onse

t) a

nd

the

last

syl

labl

e (r

ime)

in m

ore

com

plex

pa

tter

ns e

.g. d

r-ea

m, c

r-ea

m, s

cr-e

am, s

tr-

eam

Ora

l:•

List

ens

to a

com

plex

seq

uenc

e of

in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker,

aski

ng q

uest

ions

fo

r cl

arifi

catio

n an

d co

mm

entin

g on

wha

t w

as h

eard

• Ex

pres

ses

feel

ings

abo

ut t

ext

and

give

s re

ason

s•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s hi

gher

-ord

er q

uest

ions

lead

ing

to

the

deve

lopm

ent

of c

ritic

al r

eadi

ng•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s us

ing

desc

ript

ive

lang

uage

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

ques

tions

for

info

rmat

ion

• A

nsw

ers

ques

tions

and

just

ifies

ans

wer

• Pa

rtic

ipat

es in

pla

ying

wor

d ga

mes

e.g

. I

spy…

• Te

lls jo

kes

and

ridd

les

usin

g ap

prop

riat

e vo

lum

e an

d in

tona

tion

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

:•

Rec

ogni

ses

at le

ast

5 ne

w s

ound

s e.

g. ar

as

in fa

r, er

as

in h

er, i

r as

in b

ird, o

r as

in

shor

t, ur

as

in c

hurc

h et

c.•

Rec

ogni

ses

rhym

ing

wor

ds e

.g. fl

y, sk

y, dr

y•

Rec

ogni

ses

the

first

sou

nd (

onse

t) a

nd

the

last

syl

labl

e (r

ime)

in m

ore

com

plex

pa

tter

ns e

.g. d

r-ea

m, c

r-ea

m, s

cr-e

am, s

tr-

eam

•

Cla

ssifi

es c

ompl

ex w

ord

fam

ilies

e.g

. dr

eam

, scr

eam

• R

ecog

nise

s an

d us

es s

uffix

es e

.g. –

ly, -

ies

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

:•

Expr

esse

s a

pers

onal

res

pons

e to

pri

nt

and

med

ia im

ages



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

Rea

ding

:•

Use

s vi

sual

cue

s to

pre

dict

wha

t th

e st

ory

is a

bout

and

exp

ress

a p

erso

nal

resp

onse

• In

terp

rets

pic

ture

s an

d ot

her

prin

t m

edia

e.g

. an

adve

rtis

emen

t, to

mak

e up

ow

n st

ory

i.e. ‘r

eads

’ the

pic

ture

or

adve

rtis

emen

t•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Rea

ds a

loud

at

own

leve

l in

a gu

ided

re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

• Id

entifi

es t

he s

eque

nce

of e

vent

s in

wha

t w

as r

ead

• A

nsw

ers

open

-end

ed q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Use

s cl

ues

and

pict

ures

in t

ext

for

unde

rsta

ndin

g•

Use

s de

codi

ng s

kills

whe

n re

adin

g•

Show

s an

und

erst

andi

ng o

f pun

ctua

tion

whe

n re

adin

g al

oud

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

des

crib

es t

he m

ain

idea

• R

eads

sim

ple

inst

ruct

ions

in t

he

clas

sroo

m

Han

dwri

ting

:•

Hol

ds p

enci

l cor

rect

ly•

Form

s lo

wer

and

upp

er c

ase

lett

ers

corr

ectly

• W

rite

s w

ords

with

cor

rect

spa

cing

• W

rite

s a

sent

ence

legi

bly

and

corr

ectly

Wri

ting

:•

Dra

ws

pict

ures

to

conv

ey a

mes

sage

e.g

. ab

out

a pe

rson

al e

xper

ienc

e•

Wri

tes

at le

ast

thre

e se

nten

ces

i.e. o

wn

new

s, sh

ared

wri

ting

and

cre

ativ

e st

ory

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

• Bu

ilds

wor

ds u

sing

new

sou

nds

as t

hey

are

lear

nt•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

:•

Use

s vi

sual

cue

s to

iden

tify

the

purp

ose

of a

dver

tisem

ents

and

the

inte

nded

au

dien

ce

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng s

kills

whe

n re

adin

g un

fam

iliar

wor

ds•

Rea

ds w

ith in

crea

sing

flue

ncy

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Giv

es a

n op

inio

n on

wha

t w

as r

ead

• R

eads

alo

ud t

o a

part

ner

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

dis

cuss

es c

ause

ef

fect

rel

atio

ns•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly

Han

dwri

ting

:•

Use

s ha

ndw

ritin

g to

ols

effe

ctiv

ely

e.g.

penc

il, ru

bber

, rul

er•

Form

s up

per

and

low

er c

ase

lett

ers

corr

ectly

• Tr

ansc

ribe

s w

ords

cor

rect

ly

Wri

ting

:•

Wri

tes

one

para

grap

h on

per

sona

l ex

peri

ence

s e.

g. da

ily n

ews

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

:•

Inte

rpre

ts in

form

atio

n fr

om a

n ill

ustr

atio

n, p

oste

r, ad

vert

isem

ent

• Id

entifi

es t

he m

essa

ge in

diff

eren

t pr

int

med

ia•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

• U

ses

deco

ding

and

com

preh

ensi

on s

kills

w

hen

read

ing

unfa

mili

ar t

exts

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• D

raw

s co

nclu

sion

s an

d gi

ves

an o

pini

on

on w

hat

was

rea

d•

Rea

ds a

loud

to

a pa

rtne

r•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

iscu

sses

cau

se

effe

ct r

elat

ions

and

dra

ws

conc

lusi

ons

• R

eads

ow

n an

d ot

hers

wri

ting

• R

eads

inde

pend

ently

for

enjo

ymen

t fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

:•

Use

s ha

ndw

ritin

g to

ols

effe

ctiv

ely

e.g.

penc

il, ru

bber

, rul

er•

Form

s up

per

and

low

er c

ase

lett

ers

corr

ectly

• C

opie

s w

ritt

en t

ext

from

the

boa

rd a

nd

wri

ting

stri

ps c

orre

ctly,

pay

ing

atte

ntio

n to

cor

rect

lett

er fo

rmat

ion

Wri

ting

: •

Wri

tes

two

para

grap

hs (

at le

ast

ten

sent

ence

s) o

n pe

rson

al e

xper

ienc

es e

.g.

daily

new

s

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

to m

ake

mea

ning

• U

ses

self-

corr

ectin

g st

rate

gies

whe

n re

adin

g•

Rea

ds w

ith in

crea

sing

flue

ncy,

spee

d an

d ex

pres

sion

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• Ex

pres

ses

whe

ther

a s

tory

was

like

d an

d is

abl

e to

just

ify a

nsw

er•

Rea

ds a

loud

to

a pa

rtne

r•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

an

d di

scus

ses

cultu

ral v

alue

s in

the

sto

ry•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly a

t a

mor

e co

mpl

ex

leve

l for

enj

oym

ent

or in

form

atio

n fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

:•

Use

s ha

ndw

ritin

g to

ols

effe

ctiv

ely

e.g.

penc

il, ru

bber

, rul

er•

Form

s up

per

and

low

er c

ase

lett

ers

corr

ectly

• C

opie

s w

ritt

en t

ext

from

the

boa

rd,

wri

ting

stri

ps, w

ork-

card

s, et

c. co

rrec

tly,

payi

ng a

tten

tion

to c

orre

ct le

tter

fo

rmat

ion,

spa

cing

and

pun

ctua

tion

Wri

ting

:•

Wri

tes

at le

ast

two

para

grap

hs (

ten

sent

ence

s) o

n pe

rson

al e

xper

ienc

es e

.g.

daily

new

s, a

stor

y, a

new

spap

er a

rtic

le•

Expe

rim

ents

with

wor

ds•

Part

icip

ates

in a

dis

cuss

ion

and

co

ntri

bute

s ot

her

idea

s



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• W

ith h

elp

wri

tes

wor

ds t

o fo

rm a

se

nten

ce u

sing

sou

nds

lear

nt, c

apita

l le

tter

s an

d fu

ll st

ops

• W

rite

s a

sent

ence

so

that

oth

ers

can

read

wha

t ha

s be

en w

ritt

en•

Wri

tes

a lis

t e.

g. ta

sks

for

the

day

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ord

to

deve

lop

dict

iona

ry s

kills

e.g

. car

, doo

r, ev

er

• W

rite

s ow

n st

ory

of a

t le

ast

one

para

grap

h •

Use

s pr

esen

t an

d pa

st t

ense

cor

rect

ly in

w

ritin

g•

Wri

tes

a th

ank

you

lett

er u

sing

a g

iven

fo

rmat

• R

eads

ow

n w

ritin

g to

a p

artn

er•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d to

de

velo

p di

ctio

nary

ski

lls e

.g. f

ar, g

rann

y, ho

me

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

six

sen

tenc

es

• W

rite

s an

exp

ress

ive

text

e.g

. get

wel

l ca

rd, s

ong,

rhym

e, e

tc.

• R

eads

ow

n w

ritin

g to

a p

artn

er•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng t

he fi

rst

two

lett

ers

in

the

wor

d to

dev

elop

dic

tiona

ry s

kills

e.g

. ac

t, an

t, as

k

• U

ses

corr

ect

gram

mat

ical

str

uctu

res

so

that

oth

ers

can

unde

rsta

nd w

hat

has

been

wri

tten

• Jo

ins

two

shor

t se

nten

ces

with

a

conj

unct

ion

to m

ake

a lo

nger

sen

tenc

e •

Dra

fts, w

rite

s an

d pu

blis

hes

own

stor

y of

at

leas

t tw

o pa

ragr

aphs

• Se

quen

ces

text

by

usin

g w

ords

like

‘firs

t’,

‘nex

t’ an

d ‘fi

nally

’ •

Use

s in

form

atio

nal s

truc

ture

s w

hen

wri

ting

e.g.

wri

tes

reci

pes

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

3Te

rm 1

Term

2Te

rm 3

Term

4

Ora

l:•

List

ens

to a

com

plex

seq

uenc

e of

in

stru

ctio

ns (

at le

ast

4) a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• A

sks

ques

tions

for

clar

ifica

tion

and

com

men

ting

on w

hat

was

hea

rd•

Expr

esse

s fe

elin

gs a

bout

tex

t an

d gi

ves

reas

ons

• Li

sten

s fo

r th

e de

tail

in s

tori

es a

nd

answ

ers

high

er-o

rder

que

stio

ns

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g.

tells

new

s us

ing

desc

ript

ive

lang

uage

and

di

ffere

nt g

estu

res

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

ques

tions

sho

win

g se

nsiti

vity

to

the

feel

ings

of o

ther

s•

Ans

wer

s qu

estio

ns a

nd g

ives

rea

sons

for

the

answ

er•

Use

s ap

prop

riat

e la

ngua

ge w

hen

spea

king

to

frie

nds

and

adul

ts

Pho

nics

:•

Iden

tifies

lett

er-s

ound

and

lett

er-n

ame

rela

tions

hips

of a

ll si

ngle

sou

nds

• R

ecog

nise

s co

nson

ant

diag

raph

s (s

h, c

h ,

th a

nd w

h) a

t th

e be

ginn

ing

and

end

of a

w

ord

e.g.

sh-ip

, ch-

ip, t

h-in

k, w

h-en

, fi-s

h,

ri-c

h, c

lo-t

h•

Rec

ogni

ses

vow

el d

iagr

aphs

tau

ght

in

Gra

de 2

e.g

. oo

and

ee•

Rec

ogni

ses ‘

A’, ‘

E’ a

nd ‘O

’ sou

nds

e.g.

‘A’

-pla

y, pa

in, p

late

; ‘E’ –

feet

, rea

d, k

ey; ‘O

’ –

boat

, blo

w

• R

ecog

nise

s ‘m

agic

e’ i

n w

ords

e.g

. cak

e,

time,

hop

e•

Build

s w

ords

usi

ng s

ound

s le

arnt

Rea

ding

:•

Use

s vi

sual

cue

s to

rea

d a

grap

hica

l tex

t e.

g. a

phot

ogra

ph

Ora

l:•

List

ens

to m

ore

com

plex

inst

ruct

ions

(at

le

ast

5) a

nd r

espo

nds

appr

opri

atel

y•

List

ens

to s

hort

sto

ries

, rea

d by

the

te

ache

r or

ove

r th

e ra

dio,

for

a lo

nger

pe

riod

with

inte

rest

• Li

sten

s to

sto

ries

and

poe

ms

and

expr

esse

s fe

elin

gs a

bout

the

sto

ry o

r po

em g

ivin

g re

ason

s•

Talk

s ab

out

a ge

nera

l new

s ev

ent

• Li

sten

s to

, and

com

pose

s, ri

ddle

s an

d jo

kes

• Ta

kes

part

in g

roup

and

cla

ss d

iscu

ssio

ns•

Mak

es a

n or

al p

rese

ntat

ion

e.g.

‘Sho

w

and

Tell’

, usi

ng la

ngua

ge t

o co

mpa

re

info

rmat

ion

• Su

gges

ts s

olut

ions

to

a pr

oble

m,

spec

ifica

lly w

ord

prob

lem

s in

Num

erac

y

Pho

nics

:•

Rec

ogni

ses

at le

ast

5 ne

w le

tter

ble

nds

e.g.

ow (

cow

) ou

(fo

und)

, aw

(dr

aw),

au

(aut

umn)

• R

ecog

nise

s ‘I’

and

‘U’ s

ound

s e.

g. ‘I’

- t

ie,

high

, sky

; ‘U’ –

few

, blu

e

• R

ecog

nise

s di

agra

phs

mak

ing

‘f’ i.

e. p

h as

in

ele

phan

t, gh

as

in la

ugh

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

• U

ses

wor

ds p

rono

unce

d lik

e an

othe

r w

ord,

but

with

a d

iffer

ent

mea

ning

(h

omop

hone

) e.

g. re

ad a

nd r

eed

Rea

ding

:•

Use

s vi

sual

cue

s to

rea

d a

grap

hica

l tex

t e.

g. a

map

• U

ses

the

info

rmat

ion

from

the

tex

t e.

g. w

alks

aro

und

the

scho

ol b

y fo

llow

ing

the

dire

ctio

ns o

n th

e m

ap•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds

Ora

l: •

List

ens

to s

tori

es, p

redi

cts

the

endi

ng, o

r m

akes

up

own

endi

ng fo

r th

e st

ory

• Li

sten

s fo

r th

e de

tail

in s

tori

es a

nd

answ

ers

open

-end

ed q

uest

ions

lead

ing

to

criti

cal r

eadi

ng•

Use

s la

ngua

ge t

o th

ink

and

reas

on

by p

uttin

g ev

ents

in o

rder

of l

ogic

al

sequ

ence

• M

akes

ora

l pre

sent

atio

ns e

.g. t

ells

new

s va

ryin

g vo

lum

e an

d pi

tch

of v

oice

and

m

akin

g ey

e co

ntac

t w

ith p

eers

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns•

Use

s in

tere

stin

g w

ords

and

des

crip

tions

w

hen

spea

king

• Te

lls a

sto

ry w

ith a

beg

inni

ng, m

iddl

e an

d en

d us

ing

desc

ript

ive

lang

uage

• Su

gges

ts s

olut

ions

to

a pr

oble

m,

spec

ifica

lly w

ord

prob

lem

s in

Num

erac

y

Pho

nics

:•

Rec

ogni

ses

all v

owel

and

con

sona

nt

blen

ds le

arnt

so

far

• R

ecog

nise

s si

lent

lett

ers

in w

ords

i.e.

k a

s in

kno

w, l

as

in h

alf,

b as

in c

omb,

w a

s in

w

rite

, h a

s in

hou

r, g

as in

sig

n•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e•

Use

s w

ords

pro

noun

ced

like

anot

her

wor

d, b

ut w

ith a

diff

eren

t m

eani

ng

(hom

opho

ne)

e.g.

fly :

to fl

y in

an

aero

plan

e or

a fl

y th

at is

an

inse

ct•

Use

s bo

th t

he le

tter

sou

nd a

s w

ell a

s th

e le

tter

nam

e to

spe

ll w

ords

Rea

ding

:•

Inte

rpre

ts in

form

atio

n fr

om a

n ill

ustr

atio

n, p

oste

r, ad

vert

isem

ent

• Ev

alua

tes

the

grap

hica

l tex

t fo

r de

sign

fe

atur

es a

nd e

ffect

iven

ess

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

Ora

l:•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns le

adin

g to

cr

itica

l rea

ding

• Ex

pres

ses

feel

ings

abo

ut t

ext

and

give

s re

ason

s•

List

ens

to a

myt

h or

lege

nd a

nd w

orks

ou

t th

e ca

use

and

effe

ct in

the

sto

ry

• M

akes

an

oral

pre

sent

atio

n e.

g. te

lls

pers

onal

new

s, de

scri

bes

som

ethi

ng

expe

rien

ced,

rec

ount

s an

eve

nt e

tc.

• Te

lls jo

kes

and

ridd

les

usin

g ap

prop

riat

e vo

lum

e an

d in

tona

tion

as w

ell a

s ge

stur

es

and

faci

al e

xpre

ssio

ns•

Enga

ges

in c

onve

rsat

ion

as a

soc

ial s

kill

• D

iscu

sses

sol

utio

ns t

o a

prob

lem

usi

ng

high

er o

rder

thi

nkin

g sk

ills

Pho

nics

:•

Rec

ogni

ses

and

uses

all

phon

ics

lear

nt s

o fa

r•

Rec

ogni

ses

hard

and

sof

t so

unds

e.g

. c a

s in

ric

e; g

as

in a

ge•

Rec

ogni

ses

vow

els

with

tw

o so

unds

e.g

. er

e as

in h

ere,

air

as

in s

tair,

are

as

in b

are

• R

ecog

nise

s an

d us

es r

hym

ing

wor

ds e

.g.

fly, s

ky, d

ry•

Rec

ogni

ses

and

uses

syn

onym

s•

Rec

ogni

ses

and

uses

suf

fixes

e.g

. –ly,

-ie

s•

Use

s bo

th t

he le

tter

nam

e as

wel

l as

the

lett

er s

ound

to

spel

l wor

ds

Rea

ding

:•

Use

s vi

sual

cue

s to

rea

d gr

aphi

cal t

exts

an

d st

arts

to

anal

yse

text

for

valu

es,

attit

udes

and

ass

umpt

ions

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s se

lf-co

rrec

ting

stra

tegi

es w

hen

read

ing



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• Ta

lks

abou

t th

e ph

otog

raph

i.e.

wha

t it

is

abou

t, w

here

it w

as t

aken

, etc

.•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Rea

ds a

loud

at

own

leve

l in

a gu

ided

re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

• Id

entifi

es t

he m

ain

idea

in w

hat

was

rea

d•

Ans

wer

s op

en-e

nded

que

stio

ns b

ased

on

the

pass

age

read

• U

ses

wor

d re

cogn

ition

ski

lls w

hen

read

ing

alou

d•

Use

s co

mpr

ehen

sion

ski

lls s

uch

as

pred

ictio

n to

rea

d un

fam

iliar

tex

ts•

Show

s an

und

erst

andi

ng o

f pun

ctua

tion

whe

n re

adin

g al

oud

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing

with

a B

ig B

ook)

and

de

scri

bes

the

mai

n id

ea•

Rea

ds s

impl

e in

stru

ctio

ns in

the

cl

assr

oom

Han

dwri

ting:

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• W

rite

s a

sent

ence

legi

bly

and

corr

ectly

• U

ses

corr

ect

lett

er fo

rmat

ion

in a

ll w

ritt

en w

ork

Wri

ting

:•

Use

s a

pict

ure

to c

hoos

e a

topi

c to

wri

te

abou

t•

Talk

s to

a p

artn

er t

o be

gin

plan

ning

w

ritin

g•

Ask

s qu

estio

ns t

o he

lp d

efine

the

tas

k•

Wri

tes

at le

ast

one

par

agra

ph (

five)

se

nten

ces

i.e. o

wn

new

s, sh

ared

wri

ting

an

d cr

eativ

e st

ory

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

• W

rite

s w

ords

to

form

a s

ente

nce

usin

g so

unds

lear

nt, c

apita

l let

ters

and

full

stop

s

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

wor

ds t

o m

ake

mea

ning

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• D

emon

stra

tes

unde

rsta

ndin

g of

the

tex

t by

iden

tifyi

ng d

etai

ls s

uch

as s

ettin

g an

d se

quen

ce o

f eve

nts

• R

eads

alo

ud t

o a

part

ner

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

dis

cuss

es c

ause

ef

fect

rel

atio

ns•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly b

oth

fictio

n an

d no

n-fic

tion

text

s•

Use

s ta

ble

of c

onte

nts,

inde

x an

d pa

ge

num

bers

to

find

info

rmat

ion

Han

dwri

ting

:•

Use

s ha

ndw

ritin

g to

ols

effe

ctiv

ely

e.g.

penc

il, ru

bber

, rul

er•

Form

s up

per

and

low

er c

ase

lett

ers

corr

ectly

• Tr

ansc

ribe

s w

ords

cor

rect

ly fr

om a

va

riet

y of

sou

rces

i.e.

cha

lkbo

ard,

str

ips,

wor

kcar

ds e

tc.

Wri

ting

:•

Wri

tes

at le

ast

two

para

grap

hs (

10

sent

ence

s), o

n pe

rson

al e

xper

ienc

es e

.g.

daily

new

s•

Part

icip

ates

in a

dis

cuss

ion

to c

hoos

e a

topi

c to

wri

te a

bout

• W

rite

s ow

n st

ory

or c

reat

ive

text

of a

t le

ast

ten

sent

ence

s •

Rea

ds a

nd e

dits

ow

n w

ritin

g by

co

rrec

ting

spel

ling,

punc

tuat

ion,

etc

.

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

tex

ts•

Use

s a

rang

e of

sel

f-cor

rect

ing

met

hods

w

hen

read

ing

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

, pro

noun

cing

wor

ds c

orre

ctly

an

d ac

cura

tely

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pas

sage

rea

d in

dica

ting

criti

cal

liste

ning

• R

eads

alo

ud t

o a

part

ner

usin

g ow

n an

d ot

hers

’ wri

ting

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

say

s w

heth

er t

he

stor

y w

as li

ked

or n

ot, g

ivin

g re

ason

s•

Rea

ds in

depe

nden

tly fo

r en

joym

ent,

inte

rest

and

info

rmat

ion

from

a v

arie

ty o

f te

xts

e.g.

pam

phle

ts, n

ewsp

aper

s

Han

dwri

ting

:•

Use

s ha

ndw

ritin

g to

ols

effe

ctiv

ely

e.g.

penc

il, ru

bber

, rul

ers

• C

opie

s w

ritt

en t

ext

from

the

boa

rd,

wri

ting

stri

ps, w

ork-

card

s, et

c. co

rrec

tly,

payi

ng a

tten

tion

to c

orre

ct le

tter

fo

rmat

ion

• W

rite

s w

ith in

crea

sing

spe

ed

Wri

ting

: •

Wri

tes

abou

t pe

rson

al e

xper

ienc

es in

di

ffere

nt fo

rms

e.g.

a di

ary

entr

y, a

lett

er

to a

rel

ativ

e•

Use

s pr

e-w

ritin

g st

rate

gies

to

gath

er

info

rmat

ion

and

choo

se a

top

ic•

Use

s di

ffere

nt s

ente

nce

type

s w

hen

wri

ting

e.g.

ques

tions

, com

man

ds, e

tc.

• Jo

ins

two

shor

t se

nten

ces

with

a

conj

unct

ion

to m

ake

a lo

nger

sen

tenc

e

• R

eads

with

incr

easi

ng fl

uenc

y, sp

eed

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed

on t

he p

assa

ge r

ead

in o

rder

to

draw

co

nclu

sion

s•

Expr

esse

s w

heth

er a

sto

ry w

as li

ked

and

is a

ble

to ju

stify

ans

wer

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

disc

usse

s cu

ltura

l va

lues

in t

he s

tory

• Pl

ays

wor

d ga

mes

tha

t dr

aw o

n re

adin

g an

d vo

cabu

lary

kno

wle

dge

and

skill

s e.

g. ‘h

angm

an’

• R

eads

inde

pend

ently

at

a m

ore

com

plex

le

vel f

or e

njoy

men

t fr

om a

var

iety

of

text

s e.

g. m

agaz

ines

and

com

ics

Han

dwri

ting

:•

Use

s ha

ndw

ritin

g to

ols

effe

ctiv

ely

e.g.

penc

il, ru

bber

, rul

er•

Com

plet

es a

wri

ting

task

in a

set

tim

e

Wri

ting

:•

Wri

tes

abou

t pe

rson

al e

xper

ienc

es in

di

ffere

nt fo

rms

e.g.

as a

new

spap

er a

rtic

le•

Dra

fts, w

rite

s an

d pu

blis

hes

own

stor

y of

at

leas

t tw

o pa

ragr

aphs

• Jo

ins

two

shor

t se

nten

ces

with

a

conj

unct

ion

to m

ake

a lo

nger

sen

tenc

e •

Use

s so

me

narr

ativ

e de

vice

s w

hen

wri

ting

e.g.

dial

ogue

• Se

quen

ces

info

rmat

ion

and

puts

it u

nder

he

adin

gs•

Wri

tes

a se

lect

ion

of s

hort

tex

ts fo

r di

ffere

nt p

urpo

ses

e.g.

reci

pes,

lett

ers,

dial

ogue

s•

Mak

es o

wn

book

and

con

trib

utes

to

clas

s bo

ok c

olle

ctio

n•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary



Lite

racy

Mile

ston

es (

per T

erm

): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• Jo

ins

two

shor

t se

nten

ces

with

a

conj

unct

ion

to m

ake

a lo

nger

sen

tenc

e •

Wri

tes

so t

hat

othe

rs c

an r

ead

wha

t ha

s be

en w

ritt

en•

Wri

tes

a s

impl

e in

stru

ctio

n to

a fr

iend

e.

g. m

eet

me

outs

ide

at b

reak

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al s

ound

of w

ords

e.g

. ap

ple,

boo

k, ca

t, et

c.

• U

ses

corr

ect

gram

mat

ical

str

uctu

res

so t

hat

othe

rs c

an r

ead

and

unde

rsta

nd

wha

t ha

s be

en w

ritt

en

• Be

gins

to

use

adje

ctiv

es in

wri

ting

• Ke

eps

a di

ary

for

one

wee

k, no

ting

the

wea

ther

and

one

oth

er p

iece

of

info

rmat

ion

• R

eads

ow

n w

ritin

g to

a g

roup

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al a

nd s

econ

d le

tter

of

wor

ds e

.g. a

ct, a

nt, a

sk

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Giv

es w

ritin

g a

title

•

Begi

ns t

o re

cord

usi

ng a

min

d-m

ap•

Rea

ds o

wn

wri

ting

to t

he c

lass

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

1Te

rm 1

Term

2Te

rm 3

Term

4

Ass

essm

ent

task

1:

Ora

l•

List

ens

to s

impl

e in

stru

ctio

ns a

nd

resp

onds

app

ropr

iate

ly•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s•

List

ens

with

out

inte

rrup

ting

Pho

nics

• D

istin

guis

hes

aura

lly b

etw

een

diffe

rent

in

itial

sou

nds

of w

ords

Rea

ding

• H

olds

the

boo

k th

e ri

ght

way

up

and

turn

s pa

ges

corr

ectly

• U

ses

pict

ures

to

talk

abo

ut t

he s

tory

• R

ecog

nise

s ow

n na

me

Han

dwri

ting

• H

olds

pen

cil a

nd c

rayo

n co

rrec

tly

Wri

ting

• D

raw

s pi

ctur

es t

o co

nvey

a m

essa

ge e

.g.

abou

t a

pers

onal

exp

erie

nce

Ass

essm

ent

task

1:

Ora

l•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

usin

g co

rrec

t se

quen

ce•

Iden

tifies

par

t fr

om t

he w

hole

Pho

nics

• D

istin

guis

hes

aura

lly b

etw

een

diffe

rent

en

d so

unds

of w

ords

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

Rea

ding

• U

ses

pict

ures

to

pred

ict

wha

t th

e st

ory

is

abou

t•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

Han

dwri

ting

• H

olds

pen

cil a

nd c

rayo

n co

rrec

tly•

Form

s lo

wer

cas

e le

tter

s co

rrec

tly

Wri

ting

• D

raw

s pi

ctur

es t

o co

nvey

a m

essa

ge e

.g.

abou

t a

pers

onal

exp

erie

nce

• W

rite

s on

e se

nten

ce o

f ow

n ne

ws

or

shar

ed w

ritin

g

Ass

essm

ent

task

1:

Ora

l•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns•

Says

poe

ms

and

rhym

es a

nd d

oes

the

actio

ns•

List

ens

to s

tori

es w

ith in

tere

st a

nd

enjo

ymen

t

Pho

nics

• D

istin

guis

hes

aura

lly b

etw

een

diffe

rent

m

iddl

e so

unds

of w

ords

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

Rea

ding

• U

ses

book

cov

er t

o pr

edic

t w

hat

the

book

is a

bout

• U

ses

clue

s an

d pi

ctur

es in

tex

t fo

r un

ders

tand

ing

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y

Han

dwri

ting

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Form

s nu

mbe

rs c

orre

ctly

Wri

ting

• W

rite

s at

leas

t tw

o se

nten

ces

of o

wn

new

s or

sha

red

wri

ting

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ord

e.g.

cat,

dog,

eat

Ass

essm

ent

task

1:

Ora

l•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

and

take

s tu

rns

to s

peak

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

Pho

nics

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of a

ll si

ngle

sou

nds

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

Rea

ding

• U

ses

cove

r of

boo

k to

pre

dict

end

ing

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

Han

dwri

ting

• H

olds

pen

cil a

nd c

rayo

n co

rrec

tly•

Form

s lo

wer

and

upp

er c

ase

lett

ers

corr

ectly

Wri

ting

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

• W

ith h

elp

wri

tes

wor

ds t

o fo

rm a

se

nten

ce u

sing

sou

nds

lear

nt, c

apita

l le

tter

s an

d fu

ll st

ops

Ass

essm

ent

task

2:

Ora

l•

List

ens

to s

impl

e in

stru

ctio

ns a

nd

resp

onds

app

ropr

iate

ly•

List

ens

with

out

inte

rrup

ting

Ass

essm

ent

task

2:

Ora

l•

List

ens

with

out

inte

rrup

ting

• Ta

kes

turn

s to

spe

ak•

List

ens

to s

tori

es w

ith in

tere

st

Ass

essm

ent

task

2:

Ora

l•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

Sequ

ence

s pi

ctur

es o

f a s

tory

Ass

essm

ent

task

2:

Ora

l•

List

ens

to s

tori

es w

ith in

tere

st a

nd

enjo

ymen

t



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

1 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• Li

sten

s to

sto

ries

with

inte

rest

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

• Sa

ys p

oem

s an

d rh

ymes

and

doe

s th

e ac

tions

Pho

nics

• D

istin

guis

hes

aura

lly b

etw

een

diffe

rent

in

itial

sou

nds

of w

ords

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of

sing

le s

ound

s e.

g. l,

i, h,

m, a

, etc

. The

re

shou

ld b

e 2

vow

els

and

at le

ast

2 co

nson

ant

soun

ds a

t th

is s

tage

Rea

ding

• U

ses

pict

ures

to

talk

abo

ut t

he s

tory

• U

ses

pict

ures

to

pred

ict

wha

t th

e st

ory

is

abou

t•

Rec

ogni

ses

own

nam

e•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g)

Han

dwri

ting

• H

olds

pen

cil a

nd c

rayo

n co

rrec

tly•

Wri

tes

from

left

to r

ight

Wri

ting

• D

raw

s pi

ctur

es t

o co

nvey

a m

essa

ge e

.g.

abou

t a

pers

onal

exp

erie

nce

• C

opie

s on

e se

nten

ce o

f new

s

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

usin

g co

rrec

t se

quen

ce•

Pass

es o

n m

essa

ges

• Sa

ys p

oem

s an

d rh

ymes

and

doe

s th

e ac

tions

• Id

entifi

es p

art

from

the

who

le

Pho

nics

• D

istin

guis

hes

aura

lly b

etw

een

diffe

rent

en

d so

unds

of w

ords

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

• Bu

ilds

up a

nd b

reak

s do

wn

sim

ple

wor

ds

begi

nnin

g w

ith a

sin

gle

cons

onan

t in

to

rim

e (s

ound

fam

ilies

at

end

of w

ord)

e.g

. h-

en, p

-en;

t-in

, p-in

Rea

ding

• In

terp

rets

pic

ture

s to

mak

e up

ow

n st

ory

i.e. ‘r

eads

’ the

pic

ture

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Begi

ns u

sing

pho

nics

as

a de

codi

ng s

kill

whe

n re

adin

g•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

Han

dwri

ting

• Fo

rms

low

er c

ase

lett

ers

corr

ectly

Wri

ting

• W

rite

s on

e se

nten

ce o

f ow

n ne

ws

or

shar

ed w

ritin

g •

Con

trib

utes

idea

s fo

r a

clas

s st

ory

• W

rite

s w

ords

usi

ng s

ound

s le

arnt

• R

ole

play

s di

ffere

nt s

ituat

ions

Pho

nics

• Id

entifi

es r

hym

ing

wor

ds•

Iden

tifies

lett

er-s

ound

rel

atio

nshi

ps o

f all

sing

le s

ound

s

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

• R

eads

ow

n w

ritin

g

Han

dwri

ting

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

nam

e co

rrec

tly

Wri

ting

• W

rite

s w

ords

to

form

a s

ente

nce

usin

g so

unds

lear

nt•

Wri

tes

so t

hat

othe

rs c

an r

ead

wha

t ha

s be

en w

ritt

en

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns

Pho

nics

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

• U

ses

cons

onan

t bl

ends

to

build

up

and

brea

k do

wn

wor

ds

Rea

ding

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• R

eads

ow

n an

d ot

hers

wri

ting

• R

eads

inde

pend

ently

Han

dwri

ting

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

wor

ds w

ith c

orre

ct s

paci

ng

Wri

ting

• W

rite

s on

e se

nten

ce s

o th

at o

ther

s ca

n re

ad w

hat

has

been

wri

tten

• O

rgan

ises

info

rmat

ion

into

a s

impl

e gr

aphi

c fo

rm e

.g. a

pos

ter

Ass

essm

ent

task

3:

Ora

l•

List

ens

to s

tori

es w

ith in

tere

st•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s•

Talk

s ab

out

pict

ures

•

Ans

wer

s cl

osed

que

stio

ns

Ass

essm

ent

task

3:

Ora

l•

Join

s in

the

cho

ruse

s of

son

gs, s

tori

es,

rhym

es•

Sequ

ence

s pi

ctur

es o

f a s

tory

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

usin

g co

rrec

t se

quen

ce

Ass

essm

ent

task

3:

Ora

l•

List

ens

to s

tori

es w

ith in

tere

st a

nd

enjo

ymen

t•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s va

ryin

g to

ne a

nd v

olum

e of

voi

ce•

Iden

tifies

sim

ilari

ties

and

diffe

renc

es u

sing

co

rrec

t vo

cabu

lary

Ass

essm

ent

task

3:

Ora

l•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

to s

tori

es a

nd e

xpre

sses

feel

ings

ab

out

the

stor

y



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

1 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• D

escr

ibes

obj

ects

in t

erm

s of

col

our,

size

, sh

ape,

qua

ntity

usi

ng c

orre

ct v

ocab

ular

y

Pho

nics

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of

sing

le s

ound

s e.

g. l,

i, h,

m, a

, etc

. The

re

shou

ld b

e 3

vow

els

and

at le

ast

3 co

nson

ant

soun

ds•

Build

s up

sho

rt w

ords

usi

ng s

ound

s le

arnt

e.

g. c-

a-t

: cat

Rea

ding

• In

terp

rets

pic

ture

s to

mak

e up

ow

n st

ory

i.e. ‘r

eads

’ the

pic

ture

• R

eads

alo

ud fr

om o

wn

book

in a

gui

ded

read

ing

grou

p w

ith t

each

er i.

e. w

hole

gr

oup

read

s sa

me

stor

y•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g)

Han

dwri

ting

• H

olds

pen

cil a

nd c

rayo

n co

rrec

tly•

Wri

tes

from

left

to r

ight

• W

rite

s fr

om t

op t

o bo

ttom

, wri

ting

on

ever

y lin

e

Wri

ting

• C

opie

s on

e se

nten

ce o

f new

s fr

om t

he

boar

d co

rrec

tly•

Con

trib

utes

idea

s fo

r a

clas

s st

ory

• Pa

rtic

ipat

es in

dis

cuss

ions

and

ask

s qu

estio

ns

Pho

nics

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

• Bu

ilds

up a

nd b

reak

s do

wn

sim

ple

wor

ds

begi

nnin

g w

ith a

sim

ple

cons

onan

t in

to

onse

t (s

ound

fam

ilies

at

begi

nnin

g of

w

ord)

e.g

. fa-

t, fa

-n; b

e-d,

be-

g

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s qu

estio

ns b

ased

on

the

pass

age

read

• Be

gins

usi

ng p

honi

cs a

s a

deco

ding

ski

ll w

hen

read

ing

Han

dwri

ting

• Fo

rms

low

er c

ase

lett

ers

corr

ectly

• W

rite

s w

ords

with

cor

rect

spa

cing

Wri

ting

• C

ontr

ibut

es id

eas

for

a cl

ass

stor

y•

Wri

tes

wor

ds u

sing

sou

nds

lear

nt•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

ds e

.g.

ant,

book

, cat

Pho

nics

• Bu

ilds

up a

nd b

reak

s do

wn

sim

ple

wor

ds

begi

nnin

g w

ith a

con

sona

nt b

lend

e.g

. bl

-ack

, bl

-ock

; fl-a

g, fl-

at

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Iden

tifies

the

seq

uenc

e of

eve

nts

in w

hat

was

rea

d•

Ans

wer

s op

en-e

nded

que

stio

ns b

ased

on

the

pass

age

read

Han

dwri

ting

• W

rite

s w

ords

with

cor

rect

spa

cing

Wri

ting

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

• Be

gins

to

use

capi

tal l

ette

rs a

nd fu

ll st

ops

Pho

nics

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

• R

ecog

nise

s co

nson

ant

diag

raph

s (s

h, c

h an

d th

) at

the

beg

inni

ng o

f a w

ord

e.g.

sh-ip

, ch-

ip, t

h-in

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

• R

eads

alo

ud t

o a

part

ner

Han

dwri

ting

• W

rite

s w

ords

with

cor

rect

spa

cing

• W

rite

s a

sent

ence

cor

rect

ly

Wri

ting

• W

ith h

elp

begi

ns t

o us

e pr

esen

t an

d pa

st

tens

e co

rrec

tly in

wri

ting

• W

rite

s a

capt

ion

for

a dr

awin

g or

pic

ture

Ass

essm

ent

task

4:

Ora

l•

List

ens

to s

tori

es w

ith in

tere

st•

Sequ

ence

s pi

ctur

es o

f a s

tory

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

• Pa

rtic

ipat

es in

dis

cuss

ions

• A

nsw

ers

clos

ed q

uest

ions

• D

escr

ibes

obj

ects

in t

erm

s of

col

our,

size

, sh

ape,

qua

ntity

usi

ng c

orre

ct v

ocab

ular

y

Ass

essm

ent

task

4:

Ora

l•

List

ens

to in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

List

ens

to s

tori

es a

nd id

entifi

es t

he m

ain

idea

• Se

quen

ces

pict

ures

of a

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s us

ing

corr

ect

sequ

ence

• A

nsw

ers

clos

ed a

nd o

pen-

ende

d qu

estio

ns

Ass

essm

ent

task

4:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns•

Use

s in

tere

stin

g w

ords

and

des

crip

tions

w

hen

spea

king

Pho

nics

• Bu

ilds

up a

nd b

reak

s do

wn

sim

ple

wor

ds

endi

ng w

ith c

onso

nant

ble

nds

e.g.

si-n

g, ra

-ng

sti-n

k, ra

-nk

Ass

essm

ent

task

4:

Ora

l•

List

ens

to s

tori

es w

ith in

tere

st a

nd

enjo

ymen

t•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s•

Cla

ssifi

es in

form

atio

n fr

om a

vis

ual

sour

ce

Pho

nics

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

1 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

Pho

nics

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of

sing

le s

ound

s e.

g. l,

i, h,

m, a

, etc

. The

re

shou

ld b

e 5

vow

els

and

at le

ast

5 co

nson

ant

soun

ds•

Build

s up

sho

rt w

ords

usi

ng s

ound

s le

arnt

e.

g. c-

a-t

: cat

•

Begi

ns u

sing

ble

nds

to m

ake

wor

ds e

.g.

‘at’

c-at

, m-a

t

Rea

ding

• U

ses

pict

ures

to

pred

ict

wha

t th

e st

ory

is

abou

t•

Rec

ogni

ses

at le

ast

25 s

ight

wor

ds•

Rea

ds a

loud

from

ow

n bo

ok in

a g

uide

d re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

Han

dwri

ting

• W

rite

s fr

om le

ft to

rig

ht•

Wri

tes

from

top

to

bott

om, w

ritin

g on

ev

ery

line

• Fo

rms

low

er c

ase

lett

ers

corr

ectly

ac

cord

ing

to s

ize

and

posi

tion

i.e. s

tart

s an

d en

ds in

the

cor

rect

pla

ce

Wri

ting

• D

raw

s pi

ctur

es t

o co

nvey

a m

essa

ge e

.g.

abou

t a

pers

onal

exp

erie

nce

• C

opie

s on

e se

nten

ce o

f new

s fr

om t

he

boar

d co

rrec

tly•

Wri

tes

wor

ds u

sing

sou

nds

lear

nt

• D

escr

ibes

obj

ects

in t

erm

s of

age

, di

rect

ion,

seq

uenc

e us

ing

corr

ect

voca

bula

ry

Pho

nics

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of a

ll si

ngle

sou

nds

• Bu

ilds

up w

ords

usi

ng s

ound

s le

arnt

• G

roup

s co

mm

on w

ords

into

sou

nd

fam

ilies

e.g

. hot

, hop

, hob

Rea

ding

• R

ecog

nise

s at

leas

t 50

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s qu

estio

ns b

ased

on

the

pass

age

read

• U

ses

clue

s an

d pi

ctur

es in

tex

t fo

r un

ders

tand

ing

• R

eads

inde

pend

ently

Han

dwri

ting

• Fo

rms

low

er c

ase

lett

ers

corr

ectly

• W

rite

s w

ords

with

cor

rect

spa

cing

Wri

ting

• W

rite

s w

ords

usi

ng s

ound

s le

arnt

• C

ompi

les

a lis

t of

wor

ds a

ccor

ding

to

inst

ruct

ions

e.g

. foo

d•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

ds e

.g.

ant,

book

, cat

Rea

ding

• In

terp

rets

info

rmat

ion

from

an

illus

trat

ion

or p

oste

r•

Rec

ogni

ses

at le

ast

100

sigh

t w

ords

• U

ses

deco

ding

ski

lls w

hen

read

ing

Han

dwri

ting

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

wor

ds w

ith c

orre

ct s

paci

ng

Wri

ting

• W

rite

s at

leas

t tw

o se

nten

ces

of o

wn

new

s or

sha

red

wri

ting

• W

rite

s a

mes

sage

on

a ca

rd e

.g. a

get

wel

l ca

rd•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d e.

g. ca

t, do

g, ea

t

• R

ecog

nise

s co

mm

on c

onso

nant

dia

grap

hs

(sh,

ch,

th)

at

the

end

of w

ords

e.g

. fi-s

h,

ri-c

h, c

lo-t

h•

Rec

ogni

ses ‘

sile

nt e

’ in

wor

ds e

.g. c

ake,

tim

e, h

ope

Rea

ding

• In

terp

rets

info

rmat

ion

from

sim

ple

tabl

es

e.g.

cale

ndar

• R

ecog

nise

s at

leas

t 20

0 si

ght

wor

ds•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

• U

ses

deco

ding

ski

lls w

hen

read

ing

unfa

mili

ar w

ords

Han

dwri

ting

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

wor

ds w

ith c

orre

ct s

paci

ng•

Wri

tes

a se

nten

ce c

orre

ctly

Wri

ting

• W

rite

s at

leas

t th

ree

sent

ence

s of

ow

n ne

ws,

shar

ed w

ritin

g or

cre

ativ

e st

ory

• W

ith h

elp

wri

tes

wor

ds t

o fo

rm a

se

nten

ce u

sing

sou

nds

lear

nt, c

apita

l le

tter

s an

d fu

ll st

ops

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ord

e.g.

far,

good

, hat



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

2Te

rm 1

Term

2Te

rm 3

Term

4

Ass

essm

ent

task

1:

Ora

l•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• R

epea

ts a

seq

uenc

e of

eve

nts

in t

he s

tory

co

rrec

tly•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

pers

onal

new

s•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of a

ll si

ngle

sou

nds

• Bu

ilds

up a

nd s

ound

s ou

t w

ords

usi

ng

soun

ds le

arnt

Rea

ding

• U

ses

visu

al c

ues

to p

redi

ct w

hat

the

stor

y is

abo

ut a

nd e

xpre

ss a

per

sona

l re

spon

se•

Rea

ds a

loud

at

own

leve

l in

a gu

ided

re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

• U

ses

clue

s an

d pi

ctur

es in

tex

t fo

r un

ders

tand

ing

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

des

crib

es t

he m

ain

idea

Han

dwri

ting

• H

olds

pen

cil c

orre

ctly

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly

Wri

ting

• D

raw

s pi

ctur

es t

o co

nvey

a m

essa

ge e

.g.

abou

t a

pers

onal

exp

erie

nce

• W

rite

s at

leas

t on

e se

nten

ce i.

e. o

wn

new

s, sh

ared

wri

ting

and

cre

ativ

e st

ory

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

Ass

essm

ent

task

1:

Ora

l•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• Ta

kes

turn

s to

tal

k•

List

ens

to s

hort

sto

ries

for

a lo

nger

pe

riod

with

enj

oym

ent

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

with

out

repe

titio

n•

Iden

tifies

sim

ilari

ties

and

diffe

renc

es•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s 3-

lett

er c

onso

nant

ble

nds

at

the

begi

nnin

g of

wor

ds e

.g. s

tr-ip

, str

-ap

• Bu

ilds

wor

ds u

sing

new

sou

nds

as t

hey

are

lear

nt

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng s

kills

whe

n re

adin

g un

fam

iliar

wor

ds•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

iscu

sses

cau

se

effe

ct r

elat

ions

• R

eads

inde

pend

ently

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly

Wri

ting

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Wri

tes

own

stor

y of

at

leas

t fiv

e se

nten

ces

Ass

essm

ent

task

1:

Ora

l•

List

ens

to a

seq

uenc

e of

inst

ruct

ions

and

re

spon

ds a

ppro

pria

tely

• Li

sten

s w

ithou

t in

terr

uptin

g sh

owin

g re

spec

t fo

r th

e sp

eake

r an

d as

king

qu

estio

ns fo

r cl

arifi

catio

n•

Says

poe

ms

and

rhym

es a

nd d

oes

the

actio

ns•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s in

itial

and

end

con

sona

nt

blen

ds

• R

ecog

nise

s at

leas

t 1

new

vow

el b

lend

s e.

g. ai

as

in p

ain,

ay

as in

pay

, oi a

s in

coi

n,

oy a

s in

toy

, sho

rt e

a as

in b

read

•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• In

terp

rets

info

rmat

ion

from

an

illus

trat

ion,

pos

ter,

adve

rtis

emen

t•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

• U

ses

deco

ding

and

com

preh

ensi

on s

kills

w

hen

read

ing

unfa

mili

ar t

exts

• R

eads

alo

ud t

o a

part

ner

• R

eads

inde

pend

ently

for

enjo

ymen

t fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly

Ass

essm

ent

task

1:

Ora

l•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker,

aski

ng q

uest

ions

fo

r cl

arifi

catio

n an

d co

mm

entin

g on

wha

t w

as h

eard

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

usin

g de

scri

ptiv

e la

ngua

ge•

Part

icip

ates

in d

iscu

ssio

ns, a

skin

g qu

estio

ns fo

r in

form

atio

n•

Part

icip

ates

in p

layi

ng w

ord

gam

es e

.g. I

sp

y…•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s at

leas

t 1

new

sou

nd e

.g. a

r as

in fa

r, er

as

in h

er, i

r as

in b

ird, o

r as

in

shor

t, ur

as

in c

hurc

h et

c.•

Rec

ogni

ses

rhym

ing

wor

ds e

.g. fl

y, sk

y, dr

y•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

to m

ake

mea

ning

• U

ses

self-

corr

ectin

g st

rate

gies

whe

n re

adin

g•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly a

t a

mor

e co

mpl

ex

leve

l for

enj

oym

ent

or in

form

atio

n fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ord

to

deve

lop

dict

iona

ry s

kills

e.g

. far

, gra

nny,

hom

e

Wri

ting

• W

rite

s tw

o pa

ragr

aphs

(at

leas

t si

x se

nten

ces)

on

pers

onal

exp

erie

nces

e.g

. da

ily n

ews

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

the

firs

t tw

o le

tter

s in

th

e w

ord

to d

evel

op d

ictio

nary

ski

lls e

.g.

act,

ant,

ask

Wri

ting

• Ex

peri

men

ts w

ith w

ords

• Pa

rtic

ipat

es in

a d

iscu

ssio

n a

nd

cont

ribu

tes

othe

r id

eas

• U

ses

corr

ect

gram

mat

ical

str

uctu

res

so

that

oth

ers

can

unde

rsta

nd w

hat

has

been

wri

tten

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

Ass

essm

ent

task

2:

Ora

l•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• Ta

kes

turn

s to

spe

ak•

List

ens

to a

sto

ry a

nd a

nsw

ers

ques

tions

re

late

d to

the

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

pers

onal

new

s•

Use

s co

rrec

t w

ords

for

the

cont

ext

e.g.

an in

vita

tion

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

• Id

entifi

es le

tter

-sou

nd r

elat

ions

hips

of a

ll si

ngle

sou

nds

• Bu

ilds

up a

nd s

ound

s ou

t w

ords

usi

ng

soun

ds le

arnt

• U

ses

cons

onan

t bl

ends

to

build

up

and

brea

k do

wn

wor

ds e

. g. b

l-ack

, bl-o

w; r

i-ng

, sa-

ng

Rea

ding

• U

ses

visu

al c

ues

to p

redi

ct w

hat

the

stor

y is

abo

ut a

nd e

xpre

ss a

per

sona

l re

spon

se

Ass

essm

ent

task

2:

Ora

l•

List

ens

to m

ore

com

plex

inst

ruct

ions

and

re

spon

ds a

ppro

pria

tely

• Li

sten

s to

sho

rt s

tori

es fo

r a

long

er

peri

od w

ith e

njoy

men

t•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s w

ithou

t re

petit

ion

• Pa

rtic

ipat

es in

dis

cuss

ions

and

ask

s qu

estio

ns•

Iden

tifies

sim

ilari

ties

and

diffe

renc

es•

Cla

ssifi

es t

hing

s an

d ex

plai

ns c

lass

ifica

tion

e.g.

all a

nim

als

with

4 le

gs a

nd t

hose

with

2

legs

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

• R

ecog

nise

s 3-

lett

er c

onso

nant

ble

nds

at

the

end

of w

ords

e.g

. po-

nds,

sta-

nds,

ca-

tch

• Bu

ilds

wor

ds u

sing

new

sou

nds

as t

hey

are

lear

nt•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Ass

essm

ent

task

2:

Ora

l•

List

ens

to s

tori

es a

nd p

redi

cts

the

endi

ng,

or m

akes

up

own

endi

ng fo

r th

e st

ory

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

vary

ing

tone

and

vol

ume

of v

oice

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s at

leas

t 2

new

vow

el b

lend

s e.

g. ai

as

in p

ain,

ay

as in

pay

, oi a

s in

coi

n,

oy a

s in

toy

, sho

rt e

a as

in b

read

•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Rea

ds w

ith in

crea

sing

flue

ncy

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Rea

ds o

wn

and

othe

rs w

ritin

g

Ass

essm

ent

task

2:

Ora

l•

List

ens

to a

com

plex

seq

uenc

e of

in

stru

ctio

ns a

nd r

espo

nds

appr

opri

atel

y•

Expr

esse

s fe

elin

gs a

bout

tex

t an

d gi

ves

reas

ons

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

usin

g de

scri

ptiv

e la

ngua

ge•

Part

icip

ates

in d

iscu

ssio

ns, a

skin

g qu

estio

ns fo

r in

form

atio

n•

Tells

joke

s an

d ri

ddle

s us

ing

appr

opri

ate

volu

me

and

into

natio

n•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s at

leas

t 2

new

sou

nds

e.g.

ar

as in

far,

er a

s in

her

, ir

as in

bird

, or

as in

sh

ort,

ur a

s in

chu

rch

etc.

• R

ecog

nise

s th

e fir

st s

ound

(on

set)

and

th

e la

st s

ylla

ble

(rim

e) in

mor

e co

mpl

ex

patt

erns

e.g

. dr-

eam

, cr-

eam

, scr

-eam

, str

-ea

m

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• R

eads

alo

ud a

t ow

n le

vel i

n a

guid

ed

read

ing

grou

p w

ith t

each

er i.

e. w

hole

gr

oup

read

s sa

me

stor

y•

Ans

wer

s qu

estio

ns b

ased

on

the

pass

age

read

• Sh

ows

an u

nder

stan

ding

of p

unct

uatio

n w

hen

read

ing

alou

d

Han

dwri

ting

• H

olds

pen

cil c

orre

ctly

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly

Wri

ting

• D

raw

s pi

ctur

es t

o co

nvey

a m

essa

ge e

.g.

abou

t a

pers

onal

exp

erie

nce

• W

rite

s at

leas

t on

e se

nten

ce i.

e. o

wn

new

s, sh

ared

wri

ting

and

cre

ativ

e st

ory

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

• W

ith h

elp

wri

tes

wor

ds t

o fo

rm a

se

nten

ce u

sing

sou

nds

lear

nt•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d to

de

velo

p di

ctio

nary

ski

lls e

.g. c

ar, d

oor,

ever

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng s

kills

whe

n re

adin

g un

fam

iliar

wor

ds•

Rea

ds w

ith in

crea

sing

flue

ncy

and

expr

essi

on•

Rea

ds in

depe

nden

tly

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Tran

scri

bes

wor

ds c

orre

ctly

Wri

ting

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• W

rite

s a

than

k yo

u le

tter

usi

ng a

giv

en

form

at•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d to

de

velo

p di

ctio

nary

ski

lls e

.g. f

ar, g

rann

y, ho

me

• R

eads

inde

pend

ently

for

enjo

ymen

t fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Cop

ies

wri

tten

tex

t fr

om t

he b

oard

and

w

ritin

g st

rips

cor

rect

ly, p

ayin

g at

tent

ion

to c

orre

ct le

tter

form

atio

n

Wri

ting

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

six

sen

tenc

es

• W

rite

s an

exp

ress

ive

text

e.g

. get

wel

l ca

rd, s

ong,

rhym

e, e

tc.

• R

eads

ow

n w

ritin

g to

a p

artn

er•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng t

he fi

rst

two

lett

ers

in

the

wor

d to

dev

elop

dic

tiona

ry s

kills

e.g

. ac

t, an

t, as

k

Rea

ding

• Ex

pres

ses

a pe

rson

al r

espo

nse

to p

rint

an

d m

edia

imag

es•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

• U

ses

self-

corr

ectin

g st

rate

gies

whe

n re

adin

g•

Rea

ds w

ith in

crea

sing

flue

ncy,

spee

d an

d ex

pres

sion

• R

eads

alo

ud t

o a

part

ner

• R

eads

inde

pend

ently

at

a m

ore

com

plex

le

vel f

or e

njoy

men

t or

info

rmat

ion

from

a

vari

ety

of a

vaila

ble

text

s e.

g. m

agaz

ines

an

d co

mic

s

Han

dwri

ting

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Cop

ies

wri

tten

tex

t fr

om t

he b

oard

, w

ritin

g st

rips

, wor

k-ca

rds,

etc.

corr

ectly

, pa

ying

att

entio

n to

cor

rect

lett

er

form

atio

n, s

paci

ng a

nd p

unct

uatio

n

Wri

ting

• W

rite

s at

leas

t tw

o pa

ragr

aphs

(te

n se

nten

ces)

on

pers

onal

exp

erie

nces

e.g

. da

ily n

ews,

a st

ory,

a ne

wsp

aper

art

icle

• Jo

ins

two

shor

t se

nten

ces

with

a

conj

unct

ion

to m

ake

a lo

nger

sen

tenc

e •

Dra

fts, w

rite

s an

d pu

blis

hes

own

stor

y of

at

leas

t tw

o pa

ragr

aphs

• Se

quen

ces

text

by

usin

g w

ords

like

‘firs

t’,

‘nex

t’ an

d ‘fi

nally

’ •

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

Ass

essm

ent

task

3:

Ora

l•

List

ens

to in

stru

ctio

ns c

onta

inin

g at

leas

t tw

o el

emen

ts a

nd r

espo

nds

appr

opri

atel

y

Ass

essm

ent

task

3:

Ora

l•

List

ens

to m

ore

com

plex

inst

ruct

ions

and

re

spon

ds a

ppro

pria

tely

Ass

essm

ent

task

3:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns t

o de

velo

p cr

itica

l lis

teni

ng s

kills

Ass

essm

ent

task

3:

Ora

l•

Expr

esse

s fe

elin

gs a

bout

tex

t an

d gi

ves

reas

ons



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• R

epea

ts a

seq

uenc

e of

eve

nts

in t

he s

tory

co

rrec

tly•

List

ens

to a

sto

ry a

nd a

nsw

ers

ques

tions

re

late

d to

the

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

pers

onal

new

s•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• Bu

ilds

up a

nd s

ound

s ou

t w

ords

usi

ng

soun

ds le

arnt

• R

ecog

nise

s co

nson

ant

diag

raph

s (s

h, c

h ,

th a

nd w

h) a

t th

e be

ginn

ing

of a

wor

d e.

g. sh

-ip, c

h-ip

, th-

ink,

wh-

en•

Rec

ogni

ses

com

mon

con

sona

nt d

iagr

aphs

(s

h, c

h, t

h) a

t th

e en

d of

wor

ds e

.g. fi

-sh,

ri

-ch,

clo

-th

Rea

ding

• In

terp

rets

pic

ture

s an

d ot

her

prin

t m

edia

e.g

. an

adve

rtis

emen

t, to

mak

e up

ow

n st

ory

i.e. ‘r

eads

’ the

pic

ture

or

adve

rtis

emen

t•

Rea

ds a

loud

at

own

leve

l in

a gu

ided

re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

• Id

entifi

es t

he s

eque

nce

of e

vent

s in

wha

t w

as r

ead

• Sh

ows

an u

nder

stan

ding

of p

unct

uatio

n w

hen

read

ing

alou

d

Han

dwri

ting

• Fo

rms

low

er a

nd u

pper

cas

e le

tter

s co

rrec

tly•

Wri

tes

wor

ds w

ith c

orre

ct s

paci

ng

Wri

ting

• W

rite

s at

leas

t tw

o se

nten

ces

i.e. o

wn

new

s, sh

ared

wri

ting

and

cre

ativ

e st

ory

• W

ith h

elp

wri

tes

wor

ds t

o fo

rm a

se

nten

ce u

sing

sou

nds

lear

nt, c

apita

l le

tter

s an

d fu

ll st

ops

• Li

sten

s to

sto

ries

and

poe

ms

and

iden

tifies

the

mai

n id

ea, d

etai

ls a

nd

sequ

ence

of e

vent

s•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s w

ithou

t re

petit

ion

• M

akes

up

own

rhym

es u

sing

imag

inat

ive

lang

uage

• R

espo

nds

to r

iddl

es•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s at

leas

t 3

new

vow

el b

lend

s e.

g. oa

as

in b

oat,

ea a

s in

eat

, sho

rt o

o as

in

boo

k e

tc•

Build

s w

ords

usi

ng n

ew s

ound

s as

the

y ar

e le

arnt

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Rea

ds a

loud

to

a pa

rtne

r•

Rea

ds in

depe

nden

tly

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Tran

scri

bes

wor

ds c

orre

ctly

Wri

ting

• W

rite

s on

e pa

ragr

aph

on p

erso

nal

expe

rien

ces

e.g.

daily

new

s•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

vary

ing

tone

and

vol

ume

of v

oice

• R

ole

play

s di

ffere

nt s

ituat

ions

e.g

. new

s pr

esen

ter

• U

ses

inte

rest

ing

wor

ds a

nd d

escr

iptio

ns

whe

n sp

eaki

ng•

Tells

joke

s an

d ri

ddle

s •

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s at

leas

t 1

new

vow

el b

lend

s e.

g. ai

as

in p

ain,

ay

as in

pay

, oi a

s in

coi

n,

oy a

s in

toy

, sho

rt e

a as

in b

read

•

Use

s w

ords

pro

noun

ced

like

anot

her

wor

d, b

ut w

ith a

diff

eren

t m

eani

ng

(hom

opho

ne)

e.g.

fly :

to fl

y in

an

aero

plan

e or

a fl

y th

at is

an

inse

ct•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Rea

ds a

loud

to

a pa

rtne

r•

Rea

ds in

depe

nden

tly fo

r en

joym

ent

from

a

vari

ety

of a

vaila

ble

text

s e.

g. m

agaz

ines

an

d co

mic

s

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly

Wri

ting

• W

rite

s tw

o pa

ragr

aphs

(at

leas

t ei

ght

sent

ence

s) o

n pe

rson

al e

xper

ienc

es e

.g.

daily

new

s

• Li

sten

s fo

r th

e de

tail

in s

tori

es a

nd

answ

ers

high

er-o

rder

que

stio

ns le

adin

g to

th

e de

velo

pmen

t of

cri

tical

rea

ding

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

usin

g de

scri

ptiv

e la

ngua

ge•

Part

icip

ates

in p

layi

ng w

ord

gam

es e

.g. I

sp

y…•

Sugg

ests

sol

utio

ns t

o a

prob

lem

esp

ecia

lly

duri

ng N

umer

acy

Pho

nics

• R

ecog

nise

s at

leas

t 3

new

sou

nds

e.g.

ar

as in

far,

er a

s in

her

, ir

as in

bird

, or

as in

sh

ort,

ur a

s in

chu

rch

etc.

• C

lass

ifies

com

plex

wor

d fa

mili

es e

.g.

drea

m, s

crea

m•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• Ex

pres

ses

a pe

rson

al r

espo

nse

to p

rint

an

d m

edia

imag

es•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

• U

ses

self-

corr

ectin

g st

rate

gies

whe

n re

adin

g•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly a

t a

mor

e co

mpl

ex

leve

l for

enj

oym

ent

or in

form

atio

n fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Cop

ies

wri

tten

tex

t fr

om t

he b

oard

, w

ritin

g st

rips

, wor

k-ca

rds,

etc.

corr

ectly

, pa

ying

att

entio

n to

cor

rect

lett

er

form

atio

n, s

paci

ng a

nd p

unct

uatio

n



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ord

to

deve

lop

dict

iona

ry s

kills

e.g

. car

, doo

r, ev

er

• U

ses

pres

ent

and

past

ten

se c

orre

ctly

in

wri

ting

• R

eads

ow

n w

ritin

g to

a p

artn

er•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d to

de

velo

p di

ctio

nary

ski

lls e

.g. f

ar, g

rann

y, ho

me

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

six

sen

tenc

es

• W

rite

s an

exp

ress

ive

text

e.g

. get

wel

l ca

rd, s

ong,

rhym

e, e

tc.

• R

eads

ow

n w

ritin

g to

a p

artn

er•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng t

he fi

rst

two

lett

ers

in

the

wor

d to

dev

elop

dic

tiona

ry s

kills

e.g

. ac

t, an

t, as

k

Wri

ting

• Ex

peri

men

ts w

ith w

ords

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Sequ

ence

s te

xt b

y us

ing

wor

ds li

ke ‘fi

rst’,

‘n

ext’

and

‘fina

lly’

• U

ses

info

rmat

iona

l str

uctu

res

whe

n w

ritin

g e.

g. w

rite

s re

cipe

s•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

Ass

essm

ent

task

4:

Ora

l•

List

ens

to a

sto

ry a

nd a

nsw

ers

ques

tions

re

late

d to

the

sto

ry•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

pers

onal

new

s•

Tells

a s

tory

whi

ch h

as a

beg

inni

ng, m

iddl

e an

d en

d•

Part

icip

ates

in d

iscu

ssio

ns, a

skin

g an

d an

swer

ing

ques

tions

and

sug

gest

ing

idea

s•

Use

s co

rrec

t w

ords

for

the

cont

ext

e.g.

an in

vita

tion

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

• Bu

ilds

up a

nd s

ound

s ou

t w

ords

usi

ng

soun

ds le

arnt

• R

ecog

nise

s vo

wel

dia

grap

hs e

.g. o

o as

in

room

and

ee

as in

feet

Rea

ding

• U

ses

visu

al c

ues

to p

redi

ct w

hat

the

stor

y is

abo

ut a

nd e

xpre

ss a

per

sona

l re

spon

se•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Rea

ds a

loud

at

own

leve

l in

a gu

ided

re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

• A

nsw

ers

open

-end

ed q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad

Ass

essm

ent

task

4:

Ora

l•

List

ens

to s

tori

es a

nd p

oem

s an

d id

entifi

es t

he m

ain

idea

, det

ails

and

se

quen

ce o

f eve

nts

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

with

out

repe

titio

n•

Part

icip

ates

in d

iscu

ssio

ns a

nd a

sks

ques

tions

• A

nsw

ers

clos

ed a

nd o

pen-

ende

d qu

estio

ns a

nd g

ives

rea

sons

for

answ

ers

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

• R

ecog

nise

s ‘m

agic

e’

in w

ords

e.g

. cak

e,

time,

hop

e•

Build

s w

ords

usi

ng n

ew s

ound

s as

the

y ar

e le

arnt

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• U

ses

visu

al c

ues

to id

entif

y th

e pu

rpos

e of

adv

ertis

emen

ts a

nd t

he in

tend

ed

audi

ence

•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Rea

ds a

loud

from

boo

k at

ow

n le

vel i

n a

guid

ed r

eadi

ng g

roup

with

tea

cher

i.e.

w

hole

gro

up r

eads

sam

e st

ory

Ass

essm

ent

task

4:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns t

o de

velo

p cr

itica

l lis

teni

ng s

kills

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g. t

ells

ne

ws

vary

ing

tone

and

vol

ume

of v

oice

• R

ole

play

s di

ffere

nt s

ituat

ions

e.g

. new

s pr

esen

ter

• U

ses

inte

rest

ing

wor

ds a

nd d

escr

iptio

ns

whe

n sp

eaki

ng•

Inte

rvie

ws

an a

dult

visi

tor

to t

he c

lass

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

• R

ecog

nise

s at

leas

t 5

new

vow

el b

lend

s ta

ught

dur

ing

the

term

e.g

. ai a

s in

pai

n, a

y as

in p

ay, o

i as

in c

oin,

oy

as in

toy

, sho

rt

ea a

s in

bre

ad

• R

ecog

nise

s th

e fir

st s

ound

(on

set)

and

th

e la

st s

ylla

ble

(rim

e) in

mor

e co

mpl

ex

patt

erns

e.g

. dr-

eam

, cr-

eam

, scr

-eam

, str

-ea

m

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y

Ass

essm

ent

task

4:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s hi

gher

-ord

er q

uest

ions

lead

ing

to

the

deve

lopm

ent

of c

ritic

al r

eadi

ng•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. tel

ls

new

s us

ing

desc

ript

ive

lang

uage

• A

nsw

ers

ques

tions

and

just

ifies

ans

wer

• Te

lls jo

kes

and

ridd

les

usin

g ap

prop

riat

e vo

lum

e an

d in

tona

tion

• Su

gges

ts s

olut

ions

to

a pr

oble

m e

spec

ially

du

ring

Num

erac

y

Pho

nics

• R

ecog

nise

s at

leas

t 5

new

sou

nds

e.g.

ar

as in

far,

er a

s in

her

, ir

as in

bird

, or

as in

sh

ort,

ur a

s in

chu

rch

etc.

• R

ecog

nise

s an

d us

es s

uffix

es e

.g. –

ly, -

ies

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Expr

esse

s w

heth

er a

sto

ry w

as li

ked

and

is a

ble

to ju

stify

ans

wer



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

2 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• U

ses

clue

s an

d pi

ctur

es in

tex

t fo

r un

ders

tand

ing

• U

ses

deco

ding

ski

lls w

hen

read

ing

• R

eads

sim

ple

inst

ruct

ions

in t

he

clas

sroo

m•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

escr

ibes

the

mai

n id

ea

Han

dwri

ting

• W

rite

s w

ords

with

cor

rect

spa

cing

• W

rite

s a

sent

ence

legi

bly

and

corr

ectly

Wri

ting

• W

rite

s at

leas

t th

ree

sent

ence

s i.e

. ow

n ne

ws,

shar

ed w

ritin

g a

nd c

reat

ive

stor

y •

With

hel

p w

rite

s w

ords

to

form

a

sent

ence

usi

ng s

ound

s le

arnt

, cap

ital

lett

ers

and

full

stop

s •

Wri

tes

a se

nten

ce s

o th

at o

ther

s ca

n re

ad w

hat

has

been

wri

tten

• W

rite

s a

list

e.g.

task

s fo

r th

e da

y•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

lett

er o

f wor

d to

de

velo

p di

ctio

nary

ski

lls e

.g. c

ar, d

oor,

ever

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• G

ives

an

opin

ion

on w

hat

was

rea

d•

Rea

ds a

loud

to

a pa

rtne

r•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

iscu

sses

cau

se a

nd

effe

ct r

elat

ions

hips

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Tran

scri

bes

wor

ds c

orre

ctly

Wri

ting

• W

rite

s ow

n st

ory

of a

t le

ast

one

para

grap

h •

Use

s pr

esen

t an

d pa

st t

ense

cor

rect

ly in

w

ritin

g•

Rea

ds o

wn

wri

ting

to a

par

tner

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al le

tter

of w

ord

to

deve

lop

dict

iona

ry s

kills

e.g

. far

, gra

nny,

hom

e

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• D

raw

s co

nclu

sion

s an

d gi

ves

an o

pini

on

on w

hat

was

rea

d•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

iscu

sses

cau

se

effe

ct r

elat

ions

and

dra

ws

conc

lusi

ons

• R

eads

ow

n an

d ot

hers

wri

ting

Han

dwri

ting

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Cop

ies

wri

tten

tex

t fr

om t

he b

oard

and

w

ritin

g st

rips

cor

rect

ly, p

ayin

g at

tent

ion

to c

orre

ct le

tter

form

atio

n

Wri

ting

• W

rite

s tw

o pa

ragr

aphs

(at

leas

t te

n se

nten

ces)

on

pers

onal

exp

erie

nces

e.g

. da

ily n

ews

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

• R

eads

ow

n w

ritin

g to

a p

artn

er•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng t

he fi

rst

two

lett

ers

in

the

wor

d to

dev

elop

dic

tiona

ry s

kills

e.g

. ac

t, an

t, as

k

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(Sha

red

read

ing)

and

dis

cuss

es c

ultu

ral

valu

es in

the

sto

ry•

Rea

ds o

wn

and

othe

rs w

ritin

g•

Rea

ds in

depe

nden

tly a

t a

mor

e co

mpl

ex

leve

l for

enj

oym

ent

or in

form

atio

n fr

om

a va

riet

y of

ava

ilabl

e te

xts

e.g.

mag

azin

es

and

com

ics

Han

dwri

ting

• C

opie

s w

ritt

en t

ext

from

the

boa

rd,

wri

ting

stri

ps, w

ork-

card

s, et

c. co

rrec

tly,

payi

ng a

tten

tion

to c

orre

ct le

tter

fo

rmat

ion,

spa

cing

and

pun

ctua

tion

Wri

ting

• W

rite

s at

leas

t tw

o pa

ragr

aphs

(te

n se

nten

ces)

on

pers

onal

exp

erie

nces

e.g

. da

ily n

ews,

a st

ory,

a ne

wsp

aper

art

icle

• Ex

peri

men

ts w

ith w

ords

• U

ses

corr

ect

gram

mat

ical

str

uctu

res

so

that

oth

ers

can

unde

rsta

nd w

hat

has

been

wri

tten

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Sequ

ence

s te

xt b

y us

ing

wor

ds li

ke ‘fi

rst’,

‘n

ext’

and

‘fina

lly’

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

3Te

rm 1

Term

2Te

rm 3

Term

4

Ass

essm

ent

task

1:

Ora

l•

List

ens

to a

com

plex

seq

uenc

e of

in

stru

ctio

ns (

at le

ast

4) a

nd r

espo

nds

appr

opri

atel

y•

List

ens

with

out

inte

rrup

ting

show

ing

resp

ect

for

the

spea

ker

• Ta

lks

abou

t pe

rson

al e

xper

ienc

es e

.g.

tells

new

s us

ing

desc

ript

ive

lang

uage

and

di

ffere

nt g

estu

res

Pho

nics

• Id

entifi

es le

tter

-sou

nd a

nd le

tter

-nam

e re

latio

nshi

ps o

f all

sing

le s

ound

s•

Build

s w

ords

with

sou

nds

lear

nt

Rea

ding

• R

eads

alo

ud a

t ow

n le

vel i

n a

guid

ed

read

ing

grou

p w

ith t

each

er i.

e. w

hole

gr

oup

read

s sa

me

stor

y•

Iden

tifies

the

mai

n id

ea in

wha

t w

as r

ead

• U

ses

wor

d re

cogn

ition

ski

lls w

hen

read

ing

alou

d•

Show

s an

und

erst

andi

ng o

f pun

ctua

tion

whe

n re

adin

g al

oud

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• W

rite

s a

sent

ence

legi

bly

and

corr

ectly

Wri

ting

• U

ses

a pi

ctur

e to

cho

ose

a to

pic

to w

rite

ab

out

• Ta

lks

to a

par

tner

to

begi

n pl

anni

ng

wri

ting

• C

ontr

ibut

es id

eas

and

wor

ds fo

r a

clas

s st

ory

• W

rite

s w

ords

to

form

a s

ente

nce

usin

g so

unds

lear

nt, c

apita

l let

ters

and

full

stop

s

Ass

essm

ent

task

1:

Ora

l•

List

ens

to s

hort

sto

ries

, rea

d by

the

te

ache

r or

ove

r th

e ra

dio,

for

a lo

nger

pe

riod

with

inte

rest

• Ta

kes

part

in g

roup

and

cla

ss d

iscu

ssio

ns•

Sugg

ests

sol

utio

ns t

o a

prob

lem

, sp

ecifi

cally

wor

d pr

oble

ms

in N

umer

acy

Pho

nics

• R

ecog

nise

s ‘I’

and

‘U’ s

ound

s e.

g. ‘I’

- t

ie,

high

, sky

; ‘U’ –

few

, blu

e

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

wor

ds t

o m

ake

mea

ning

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

dis

cuss

es c

ause

ef

fect

rel

atio

ns

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly

Wri

ting

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Wri

tes

own

stor

y or

cre

ativ

e te

xt o

f at

leas

t fiv

e se

nten

ces

• U

ses

corr

ect

gram

mat

ical

str

uctu

res

so t

hat

othe

rs c

an r

ead

and

unde

rsta

nd

wha

t ha

s be

en w

ritt

en

Ass

essm

ent

task

1:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns le

adin

g to

cr

itica

l rea

ding

• M

akes

ora

l pre

sent

atio

ns e

.g. t

ells

new

s va

ryin

g vo

lum

e an

d pi

tch

of v

oice

and

m

akin

g ey

e co

ntac

t w

ith p

eers

• U

ses

inte

rest

ing

wor

ds a

nd d

escr

iptio

ns

whe

n sp

eaki

ng•

Sugg

ests

sol

utio

ns t

o a

prob

lem

, sp

ecifi

cally

wor

d pr

oble

ms

in N

umer

acy

Pho

nics

• R

ecog

nise

s al

l vow

el a

nd c

onso

nant

bl

ends

lear

nt s

o fa

r•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

tex

ts•

Use

s a

rang

e of

sel

f-cor

rect

ing

met

hods

w

hen

read

ing

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

, pro

noun

cing

wor

ds c

orre

ctly

an

d ac

cura

tely

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pas

sage

rea

d in

dica

ting

criti

cal

liste

ning

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

s•

Cop

ies

wri

tten

tex

t fr

om t

he b

oard

, w

ritin

g st

rips

, wor

k-ca

rds,

etc.

corr

ectly

, pa

ying

att

entio

n to

cor

rect

lett

er

form

atio

n

Ass

essm

ent

task

1:

Ora

l•

List

ens

to a

myt

h or

lege

nd a

nd w

orks

ou

t th

e ca

use

and

effe

ct in

the

sto

ry

• M

akes

an

oral

pre

sent

atio

n e.

g. te

lls

pers

onal

new

s, de

scri

bes

som

ethi

ng

expe

rien

ced,

rec

ount

s an

eve

nt e

tc.

• En

gage

s in

con

vers

atio

n as

a s

ocia

l ski

ll•

Dis

cuss

es s

olut

ions

to

a pr

oble

m u

sing

hi

gher

ord

er t

hink

ing

skill

s

Pho

nics

• R

ecog

nise

s an

d us

es a

ll ph

onic

s le

arnt

so

far

• R

ecog

nise

s an

d us

es r

hym

ing

wor

ds e

.g.

fly, s

ky, d

ry•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e•

Use

s bo

th t

he le

tter

sou

nd a

s w

ell a

s th

e le

tter

nam

e to

spe

ll w

ords

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s se

lf-co

rrec

ting

stra

tegi

es w

hen

read

ing

• R

eads

with

incr

easi

ng fl

uenc

y, sp

eed

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed

on t

he p

assa

ge r

ead

in o

rder

to

draw

co

nclu

sion

s•

Rea

ds in

depe

nden

tly a

t a

mor

e co

mpl

ex

leve

l for

enj

oym

ent

from

a v

arie

ty o

f te

xts

e.g.

mag

azin

es a

nd c

omic

s

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• C

ompl

etes

a w

ritin

g ta

sk in

a s

et t

ime



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

• R

eads

ow

n w

ritin

g to

a g

roup

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al a

nd s

econ

d le

tter

of

wor

ds e

.g. a

ct, a

nt, a

sk

Wri

ting

• U

ses

pre-

wri

ting

stra

tegi

es t

o ga

ther

in

form

atio

n an

d ch

oose

a t

opic

• U

ses

diffe

rent

sen

tenc

e ty

pes

whe

n w

ritin

g e.

g. qu

estio

ns, c

omm

ands

, etc

.•

Join

s tw

o sh

ort

sent

ence

s w

ith a

co

njun

ctio

n to

mak

e a

long

er s

ente

nce

• R

eads

ow

n w

ritin

g to

the

cla

ss•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

Wri

ting

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Use

s so

me

narr

ativ

e de

vice

s w

hen

wri

ting

e.g.

dial

ogue

• W

rite

s a

sele

ctio

n of

sho

rt t

exts

for

diffe

rent

pur

pose

s e.

g. re

cipe

s, le

tter

s, di

alog

ues

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry

Ass

essm

ent

task

2:

Ora

l•

Ask

s qu

estio

ns fo

r cl

arifi

catio

n an

d co

mm

entin

g on

wha

t w

as h

eard

• Ex

pres

ses

feel

ings

abo

ut t

ext

and

give

s re

ason

s•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. te

lls n

ews

usin

g de

scri

ptiv

e la

ngua

ge a

nd

diffe

rent

ges

ture

s

Pho

nics

• R

ecog

nise

s co

nson

ant

diag

raph

s (s

h, c

h ,

th a

nd w

h) a

t th

e be

ginn

ing

and

end

of a

w

ord

e.g.

sh-ip

, ch-

ip, t

h-in

k, w

h-en

, fi-s

h,

ri-c

h, c

lo-t

h•

Rec

ogni

ses

vow

el d

iagr

aphs

tau

ght

in

Gra

de 2

e.g

. oo

and

ee•

Build

s w

ords

with

sou

nds

lear

nt

Rea

ding

• R

eads

alo

ud a

t ow

n le

vel i

n a

guid

ed

read

ing

grou

p w

ith t

each

er i.

e. w

hole

gr

oup

read

s sa

me

stor

y•

Iden

tifies

the

mai

n id

ea in

wha

t w

as r

ead

• A

nsw

ers

open

-end

ed q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Use

s w

ord

reco

gniti

on s

kills

whe

n re

adin

g al

oud

Ass

essm

ent

task

2:

Ora

l•

List

ens

to m

ore

com

plex

inst

ruct

ions

(at

le

ast

5) a

nd r

espo

nds

appr

opri

atel

y •

Talk

s ab

out

a ge

nera

l new

s ev

ent

• Ta

kes

part

in g

roup

and

cla

ss d

iscu

ssio

ns•

Sugg

ests

sol

utio

ns t

o a

prob

lem

, sp

ecifi

cally

wor

d pr

oble

ms

in N

umer

acy

Pho

nics

• U

ses

wor

ds p

rono

unce

d lik

e an

othe

r w

ord,

but

with

a d

iffer

ent

mea

ning

(h

omop

hone

) e.

g. re

ad a

nd r

eed

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

wor

ds t

o m

ake

mea

ning

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• D

emon

stra

tes

unde

rsta

ndin

g of

the

tex

t by

iden

tifyi

ng d

etai

ls s

uch

as s

eque

nce

of

even

ts•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

iscu

sses

cau

se

effe

ct r

elat

ions

Ass

essm

ent

task

2:

Ora

l•

Use

s la

ngua

ge t

o th

ink

and

reas

on

by p

uttin

g ev

ents

in o

rder

of l

ogic

al

sequ

ence

• Pa

rtic

ipat

es in

dis

cuss

ions

, ask

ing

and

answ

erin

g qu

estio

ns•

Sugg

ests

sol

utio

ns t

o a

prob

lem

, sp

ecifi

cally

wor

d pr

oble

ms

in N

umer

acy

Pho

nics

• U

ses

wor

ds p

rono

unce

d lik

e an

othe

r w

ord,

but

with

a d

iffer

ent

mea

ning

(h

omop

hone

) e.

g. fly

: to

fly

in a

n ae

ropl

ane

or a

fly

that

is a

n in

sect

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

• U

ses

both

the

lett

er s

ound

as

wel

l as

the

lett

er n

ame

to s

pell

wor

ds

Rea

ding

• R

eads

alo

ud t

o a

part

ner

usin

g ow

n an

d ot

hers

’ wri

ting

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

say

s w

heth

er t

he

stor

y w

as li

ked

or n

ot, g

ivin

g re

ason

s•

Rea

ds in

depe

nden

tly fo

r en

joym

ent,

inte

rest

and

info

rmat

ion

from

a v

arie

ty o

f te

xts

e.g.

pam

phle

ts, n

ewsp

aper

s

Ass

essm

ent

task

2:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns le

adin

g to

cr

itica

l rea

ding

• Te

lls jo

kes

and

ridd

les

usin

g ap

prop

riat

e vo

lum

e an

d in

tona

tion

as w

ell a

s ge

stur

es

and

faci

al e

xpre

ssio

ns•

Dis

cuss

es s

olut

ions

to

a pr

oble

m u

sing

hi

gher

ord

er t

hink

ing

skill

s

Pho

nics

• R

ecog

nise

s ha

rd a

nd s

oft

soun

ds e

.g. c

as

in r

ice;

g a

s in

age

• R

ecog

nise

s an

d us

es s

ynon

yms

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

• U

ses

both

the

lett

er s

ound

as

wel

l as

the

lett

er n

ame

to s

pell

wor

ds

Rea

ding

• U

ses

visu

al c

ues

to r

ead

grap

hica

l tex

ts

and

star

ts t

o an

alys

e te

xt fo

r va

lues

, at

titud

es a

nd a

ssum

ptio

ns•

Rea

ds w

ith in

crea

sing

flue

ncy,

spee

d an

d ex

pres

sion

• Ex

pres

ses

whe

ther

a s

tory

was

like

d an

d is

abl

e to

just

ify a

nsw

er•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g)an

d di

scus

ses

cultu

ral

valu

es in

the

sto

ry



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• W

rite

s a

sent

ence

legi

bly

and

corr

ectly

Wri

ting

• Ta

lks

to a

par

tner

to

begi

n pl

anni

ng

wri

ting

• A

sks

ques

tions

to

help

defi

ne t

he t

ask

• W

rite

s w

ords

to

form

a s

ente

nce

usin

g so

unds

lear

nt, c

apita

l let

ters

and

full

stop

s•

Join

s tw

o sh

ort

sent

ence

s w

ith a

co

njun

ctio

n to

mak

e a

long

er s

ente

nce

• W

rite

s so

tha

t ot

hers

can

rea

d w

hat

has

been

wri

tten

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly

Wri

ting

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Wri

tes

own

stor

y or

cre

ativ

e te

xt o

f at

leas

t si

x se

nten

ces

• R

eads

and

edi

ts o

wn

wri

ting

by

corr

ectin

g sp

ellin

g, pu

nctu

atio

n, e

tc.

• U

ses

corr

ect

gram

mat

ical

str

uctu

res

so t

hat

othe

rs c

an r

ead

and

unde

rsta

nd

wha

t ha

s be

en w

ritt

en

• Be

gins

to

use

adje

ctiv

es in

wri

ting

• R

eads

ow

n w

ritin

g to

a g

roup

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry u

sing

initi

al a

nd s

econ

d le

tter

of

wor

ds e

.g. a

ct, a

nt, a

sk

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

s•

Cop

ies

wri

tten

tex

t fr

om t

he b

oard

, w

ritin

g st

rips

, wor

k-ca

rds,

etc.

corr

ectly

, pa

ying

att

entio

n to

cor

rect

lett

er

form

atio

n

Wri

ting

• W

rite

s ab

out

pers

onal

exp

erie

nces

in

diffe

rent

form

s e.

g. a

diar

y en

try,

a le

tter

to

a r

elat

ive

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Giv

es w

ritin

g a

title

•

Rea

ds o

wn

wri

ting

to t

he c

lass

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry

• R

eads

inde

pend

ently

at

a m

ore

com

plex

le

vel f

or e

njoy

men

t fr

om a

var

iety

of

text

s e.

g. m

agaz

ines

and

com

ics

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• C

ompl

etes

a w

ritin

g ta

sk in

a s

et t

ime

Wri

ting

• W

rite

s ab

out

pers

onal

exp

erie

nces

in

diffe

rent

form

s e.

g. as

a n

ewsp

aper

art

icle

• Jo

ins

two

shor

t se

nten

ces

with

a

conj

unct

ion

to m

ake

a lo

nger

sen

tenc

e •

Sequ

ence

s in

form

atio

n an

d pu

ts it

und

er

head

ings

• M

akes

ow

n bo

ok a

nd c

ontr

ibut

es t

o cl

ass

book

col

lect

ion

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry

Ass

essm

ent

task

3:

Ora

l•

Expr

esse

s fe

elin

gs a

bout

tex

t an

d gi

ves

reas

ons

• Li

sten

s w

ithou

t in

terr

uptin

g sh

owin

g re

spec

t fo

r th

e sp

eake

r•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. te

lls n

ews

usin

g de

scri

ptiv

e la

ngua

ge a

nd

diffe

rent

ges

ture

s•

Part

icip

ates

in d

iscu

ssio

ns, a

skin

g qu

estio

ns s

how

ing

sens

itivi

ty t

o th

e fe

elin

gs o

f oth

ers

Pho

nics

• R

ecog

nise

s ‘A

’, ‘E’

and

‘O’ s

ound

s e.

g. ‘A

’ -p

lay,

pain

, pla

te; ‘E

’ – fe

et, r

ead,

key

; ‘O’ –

bo

at, b

low

•

Build

s w

ords

with

sou

nds

lear

nt

Ass

essm

ent

task

3:

Ora

l•

List

ens

to s

tori

es a

nd p

oem

s an

d ex

pres

ses

feel

ings

abo

ut t

he s

tory

or

poem

giv

ing

reas

ons

• M

akes

an

oral

pre

sent

atio

n e.

g. ‘S

how

an

d Te

ll’, u

sing

lang

uage

to

com

pare

in

form

atio

n•

Take

s pa

rt in

gro

up a

nd c

lass

dis

cuss

ions

• Su

gges

ts s

olut

ions

to

a pr

oble

m,

spec

ifica

lly w

ord

prob

lem

s in

Num

erac

y

Pho

nics

• R

ecog

nise

s di

agra

phs

mak

ing

‘f’ i.

e. p

h as

in

ele

phan

t, gh

as

in la

ugh

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

Rea

ding

• U

ses

visu

al c

ues

to r

ead

a gr

aphi

cal t

ext

e.g.

a m

ap

Ass

essm

ent

task

3:

Ora

l•

List

ens

to s

tori

es, p

redi

cts

the

endi

ng, o

r m

akes

up

own

endi

ng fo

r th

e st

ory

• M

akes

ora

l pre

sent

atio

ns e

.g. t

ells

new

s va

ryin

g vo

lum

e an

d pi

tch

of v

oice

and

m

akin

g ey

e co

ntac

t w

ith p

eers

• Su

gges

ts s

olut

ions

to

a pr

oble

m,

spec

ifica

lly w

ord

prob

lem

s in

Num

erac

y

Pho

nics

• R

ecog

nise

s si

lent

lett

ers

in w

ords

i.e.

k a

s in

kno

w, l

as

in h

alf,

b as

in c

omb,

w a

s in

w

rite

, h a

s in

hou

r, g

as in

sig

n•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e•

Use

s bo

th t

he le

tter

sou

nd a

s w

ell a

s th

e le

tter

nam

e to

spe

ll w

ords

Ass

essm

ent

task

3:

Ora

l•

List

ens

to a

myt

h or

lege

nd a

nd w

orks

ou

t th

e ca

use

and

effe

ct in

the

sto

ry

• Ex

pres

ses

feel

ings

abo

ut t

ext

and

give

s re

ason

s•

Mak

es a

n or

al p

rese

ntat

ion

e.g.

tells

pe

rson

al n

ews,

desc

ribe

s so

met

hing

ex

peri

ence

d, r

ecou

nts

an e

vent

etc

.•

Dis

cuss

es s

olut

ions

to

a pr

oble

m u

sing

hi

gher

ord

er t

hink

ing

skill

s

Pho

nics

• R

ecog

nise

s an

d us

es s

uffix

es e

.g. –

ly, -

ies

• R

ecog

nise

s vo

wel

s w

ith t

wo

soun

ds e

.g.

ere

as in

her

e, a

ir a

s in

sta

ir, a

re a

s in

bar

e •

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e•

Use

s bo

th t

he le

tter

sou

nd a

s w

ell a

s th

e le

tter

nam

e to

spe

ll w

ords



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

Rea

ding

• U

ses

visu

al c

ues

to r

ead

a gr

aphi

cal t

ext

e.g.

a ph

otog

raph

• Ta

lks

abou

t th

e ph

otog

raph

i.e.

wha

t it

is

abou

t, w

here

it w

as t

aken

, etc

.•

Rea

ds a

loud

at

own

leve

l in

a gu

ided

re

adin

g gr

oup

with

tea

cher

i.e.

who

le

grou

p re

ads

sam

e st

ory

• Sh

ows

an u

nder

stan

ding

of p

unct

uatio

n w

hen

read

ing

alou

d•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g w

ith a

Big

Boo

k) a

nd

desc

ribe

s th

e m

ain

idea

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• W

rite

s a

sent

ence

legi

bly

and

corr

ectly

• U

ses

corr

ect

lett

er fo

rmat

ion

in a

ll w

ritt

en w

ork

Wri

ting

• U

ses

a pi

ctur

e to

cho

ose

a to

pic

to w

rite

ab

out

• Ta

lks

to a

par

tner

to

begi

n pl

anni

ng

wri

ting

• A

sks

ques

tions

to

help

defi

ne t

he t

ask

• W

rite

s at

leas

t o

ne p

arag

raph

(fiv

e)

sent

ence

s i.e

. ow

n ne

ws,

shar

ed w

ritin

g

and

crea

tive

stor

y •

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

sou

nd o

f wor

ds e

.g.

appl

e, b

ook,

cat,

etc

• U

ses

the

info

rmat

ion

from

the

tex

t e.

g. w

alks

aro

und

the

scho

ol b

y fo

llow

ing

the

dire

ctio

ns o

n th

e m

ap

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

wor

ds t

o m

ake

mea

ning

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pass

age

read

• R

eads

boo

k as

a w

hole

cla

ss w

ith t

each

er

(sha

red

read

ing)

and

dis

cuss

es c

ause

ef

fect

rel

atio

ns•

Rea

ds a

loud

to

a pa

rtne

r•

Rea

ds o

wn

and

othe

rs w

ritin

g

Han

dwri

ting

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Tran

scri

bes

wor

ds c

orre

ctly

from

a

vari

ety

of s

ourc

es i.

e. c

halk

boar

d, s

trip

s, w

orkc

ards

etc

.

Wri

ting

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut•

Wri

tes

own

stor

y or

cre

ativ

e te

xt o

f at

leas

t ei

ght

sent

ence

s •

Rea

ds a

nd e

dits

ow

n w

ritin

g by

co

rrec

ting

spel

ling,

punc

tuat

ion,

etc

. •

Use

s co

rrec

t gr

amm

atic

al s

truc

ture

s so

tha

t ot

hers

can

rea

d an

d un

ders

tand

w

hat

has

been

wri

tten

•

Keep

s a

diar

y fo

r on

e w

eek,

notin

g th

e w

eath

er a

nd o

ne o

ther

pie

ce o

f in

form

atio

n•

Rea

ds o

wn

wri

ting

to a

gro

up•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary

usi

ng in

itial

and

sec

ond

lett

er

of w

ords

e.g

. act

, ant

, ask

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s de

codi

ng a

nd c

ompr

ehen

sion

ski

lls

whe

n re

adin

g un

fam

iliar

tex

ts•

Use

s a

rang

e of

sel

f-cor

rect

ing

met

hods

w

hen

read

ing

• R

eads

with

incr

easi

ng fl

uenc

y an

d ex

pres

sion

, pro

noun

cing

wor

ds c

orre

ctly

an

d ac

cura

tely

• A

nsw

ers

high

er o

rder

que

stio

ns b

ased

on

the

pas

sage

rea

d in

dica

ting

criti

cal

liste

ning

Han

dwri

ting

• C

opie

s w

ritt

en t

ext

from

the

boa

rd,

wri

ting

stri

ps, w

ork-

card

s, et

c. co

rrec

tly,

payi

ng a

tten

tion

to c

orre

ct le

tter

fo

rmat

ion

• W

rite

s w

ith in

crea

sing

spe

ed

Wri

ting

• U

ses

pre-

wri

ting

stra

tegi

es t

o ga

ther

in

form

atio

n an

d ch

oose

a t

opic

• U

ses

diffe

rent

sen

tenc

e ty

pes

whe

n w

ritin

g e.

g. qu

estio

ns, c

omm

ands

, etc

.•

Dra

fts, w

rite

s an

d pu

blis

hes

own

stor

y of

at

leas

t tw

o pa

ragr

aphs

• G

ives

wri

ting

a tit

le

• Be

gins

to

reco

rd u

sing

a m

ind-

map

• Bu

ilds

own

wor

d ba

nk a

nd p

erso

nal

dict

iona

ry

Rea

ding

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Use

s se

lf-co

rrec

ting

stra

tegi

es w

hen

read

ing

• R

eads

with

incr

easi

ng fl

uenc

y, sp

eed

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed

on t

he p

assa

ge r

ead

in o

rder

to

draw

co

nclu

sion

s•

Play

s w

ord

gam

es t

hat

draw

on

read

ing

and

voca

bula

ry k

now

ledg

e an

d sk

ills

e.g.

‘han

gman

’•

Rea

ds in

depe

nden

tly a

t a

mor

e co

mpl

ex

leve

l for

enj

oym

ent

from

a v

arie

ty o

f te

xts

e.g.

mag

azin

es a

nd c

omic

s

Han

dwri

ting

• U

ses

hand

wri

ting

tool

s ef

fect

ivel

y e.

g. pe

ncil,

rubb

er, r

uler

• C

ompl

etes

a w

ritin

g ta

sk in

a s

et t

ime

Wri

ting

• W

rite

s ab

out

pers

onal

exp

erie

nces

in

diffe

rent

form

s e.

g. as

a n

ewsp

aper

art

icle

• D

rafts

, wri

tes

and

publ

ishe

s ow

n st

ory

of

at le

ast

two

para

grap

hs•

Wri

tes

a se

lect

ion

of s

hort

tex

ts fo

r di

ffere

nt p

urpo

ses

e.g.

reci

pes,

lett

ers,

dial

ogue

s•

Build

s ow

n w

ord

bank

and

per

sona

l di

ctio

nary



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

Ass

essm

ent

task

4:

Ora

l•

Talk

s ab

out

pers

onal

exp

erie

nces

e.g

. te

lls n

ews

usin

g de

scri

ptiv

e la

ngua

ge a

nd

diffe

rent

ges

ture

s•

Part

icip

ates

in d

iscu

ssio

ns, a

skin

g qu

estio

ns s

how

ing

sens

itivi

ty t

o th

e fe

elin

gs o

f oth

ers

• A

nsw

ers

ques

tions

and

giv

es r

easo

ns fo

r th

e an

swer

• U

ses

appr

opri

ate

lang

uage

whe

n sp

eaki

ng

to fr

iend

s an

d ad

ults

Pho

nics

• R

ecog

nise

s ‘si

lent

e’ i

n w

ords

e.g

. cak

e,

time,

hop

e•

Build

s w

ords

usi

ng s

ound

s le

arnt

Rea

ding

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

• R

eads

alo

ud a

t ow

n le

vel i

n a

guid

ed

read

ing

grou

p w

ith t

each

er i.

e. w

hole

gr

oup

read

s sa

me

stor

y•

Ans

wer

s op

en-e

nded

que

stio

ns b

ased

on

the

pass

age

read

• U

ses

com

preh

ensi

on s

kills

suc

h as

pr

edic

tion

to r

ead

unfa

mili

ar t

exts

• Sh

ows

an u

nder

stan

ding

of p

unct

uatio

n w

hen

read

ing

alou

d•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g w

ith a

Big

Boo

k) a

nd

desc

ribe

s th

e m

ain

idea

• R

eads

sim

ple

inst

ruct

ions

in t

he

clas

sroo

m

Han

dwri

ting

• U

ses

corr

ect

lett

er fo

rmat

ion

in a

ll w

ritt

en w

ork

Ass

essm

ent

task

4:

Ora

l•

List

ens

to, a

nd c

ompo

ses,

ridd

les

and

joke

s•

Take

s pa

rt in

gro

up a

nd c

lass

dis

cuss

ions

• Su

gges

ts s

olut

ions

to

a pr

oble

m,

spec

ifica

lly w

ord

prob

lem

s in

Num

erac

y

Pho

nics

• R

ecog

nise

s at

leas

t 5

new

lett

er b

lend

s e.

g. ow

(co

w)

ou (

foun

d), a

w (

draw

), au

(a

utum

n)•

Build

s an

d so

unds

wor

ds a

t le

vel o

f ph

onet

ic k

now

ledg

e

Rea

ding

• R

ecog

nise

s at

leas

t 25

new

sig

ht w

ords

• R

eads

alo

ud fr

om b

ook

at o

wn

leve

l in

a gu

ided

rea

ding

gro

up w

ith t

each

er i.

e.

who

le g

roup

rea

ds s

ame

stor

y•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed o

n th

e pa

ssag

e re

ad•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd d

iscu

sses

cau

se

effe

ct r

elat

ions

• R

eads

inde

pend

ently

bot

h fic

tion

and

non-

fictio

n te

xts

• U

ses

tabl

e of

con

tent

s, in

dex

and

page

nu

mbe

rs t

o fin

d in

form

atio

n

Han

dwri

ting

• Fo

rms

uppe

r an

d lo

wer

cas

e le

tter

s co

rrec

tly•

Tran

scri

bes

wor

ds c

orre

ctly

from

a

vari

ety

of s

ourc

es i.

e. c

halk

boar

d, s

trip

s, w

orkc

ards

etc

.

Wri

ting

• W

rite

s at

leas

t tw

o pa

ragr

aphs

(10

se

nten

ces)

, on

pers

onal

exp

erie

nces

e.g

. da

ily n

ews

• Pa

rtic

ipat

es in

a d

iscu

ssio

n to

cho

ose

a to

pic

to w

rite

abo

ut

Ass

essm

ent

task

4:

Ora

l•

Tells

a s

tory

with

a b

egin

ning

, mid

dle

and

end

usin

g de

scri

ptiv

e la

ngua

ge

• Li

sten

s fo

r th

e de

tail

in s

tori

es a

nd

answ

ers

open

-end

ed q

uest

ions

lead

ing

to

criti

cal r

eadi

ng•

Sugg

ests

sol

utio

ns t

o a

prob

lem

, sp

ecifi

cally

wor

d pr

oble

ms

in N

umer

acy

Pho

nics

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

• U

ses

wor

ds p

rono

unce

d lik

e an

othe

r w

ord,

but

with

a d

iffer

ent

mea

ning

(h

omop

hone

) e.

g. fly

: to

fly

in a

n ae

ropl

ane

or a

fly

that

is a

n in

sect

Rea

ding

• In

terp

rets

info

rmat

ion

from

an

illus

trat

ion,

pos

ter,

adve

rtis

emen

t•

Eval

uate

s th

e gr

aphi

cal t

ext

for

desi

gn

feat

ures

and

effe

ctiv

enes

s•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Rea

ds a

loud

to

a pa

rtne

r us

ing

own

and

othe

rs’ w

ritin

g•

Rea

ds b

ook

as a

who

le c

lass

with

tea

cher

(s

hare

d re

adin

g) a

nd s

ays

whe

ther

the

st

ory

was

like

d or

not

, giv

ing

reas

ons

• R

eads

inde

pend

ently

for

enjo

ymen

t, in

tere

st a

nd in

form

atio

n fr

om a

var

iety

of

text

s e.

g. pa

mph

lets

, new

spap

ers

Han

dwri

ting

• C

opie

s w

ritt

en t

ext

from

the

boa

rd,

wri

ting

stri

ps, w

ork-

card

s, et

c. co

rrec

tly,

payi

ng a

tten

tion

to c

orre

ct le

tter

fo

rmat

ion

• W

rite

s w

ith in

crea

sing

spe

ed

Ass

essm

ent

task

4:

Ora

l•

List

ens

for

the

deta

il in

sto

ries

and

an

swer

s op

en-e

nded

que

stio

ns le

adin

g to

cr

itica

l rea

ding

• Ex

pres

ses

feel

ings

abo

ut t

ext

and

give

s re

ason

s•

Mak

es a

n or

al p

rese

ntat

ion

e.g.

tells

pe

rson

al n

ews,

desc

ribe

s so

met

hing

ex

peri

ence

d, r

ecou

nts

an e

vent

etc

.•

Dis

cuss

es s

olut

ions

to

a pr

oble

m u

sing

hi

gher

ord

er t

hink

ing

skill

s

Pho

nics

• Bu

ilds

and

soun

ds w

ords

at

leve

l of

phon

etic

kno

wle

dge

• U

ses

both

the

lett

er s

ound

as

wel

l as

the

lett

er n

ame

to s

pell

wor

ds

Rea

ding

• U

ses

visu

al c

ues

to r

ead

grap

hica

l tex

ts

and

star

ts t

o an

alys

e te

xt fo

r va

lues

, at

titud

es a

nd a

ssum

ptio

ns•

Rec

ogni

ses

at le

ast

25 n

ew s

ight

wor

ds•

Use

s se

lf-co

rrec

ting

stra

tegi

es w

hen

read

ing

• R

eads

with

incr

easi

ng fl

uenc

y, sp

eed

and

expr

essi

on•

Ans

wer

s hi

gher

ord

er q

uest

ions

bas

ed

on t

he p

assa

ge r

ead

in o

rder

to

draw

co

nclu

sion

s•

Expr

esse

s w

heth

er a

sto

ry w

as li

ked

and

is a

ble

to ju

stify

ans

wer

• Pl

ays

wor

d ga

mes

tha

t dr

aw o

n re

adin

g an

d vo

cabu

lary

kno

wle

dge

and

skill

s e.

g. ‘h

angm

an’

• R

eads

inde

pend

ently

at

a m

ore

com

plex

le

vel f

or e

njoy

men

t fr

om a

var

iety

of

text

s e.

g. m

agaz

ines

and

com

ics



Lite

racy

Mile

ston

es (

per A

sses

smen

t Tas

k): G

rade

3 (

cont

inue

d)Te

rm 1

Term

2Te

rm 3

Term

4

Wri

ting

• W

rite

s at

leas

t o

ne p

arag

raph

(fiv

e)

sent

ence

s i.e

. ow

n ne

ws,

shar

ed w

ritin

g

and

crea

tive

stor

y •

Con

trib

utes

idea

s an

d w

ords

for

a cl

ass

stor

y•

Wri

tes

wor

ds t

o fo

rm a

sen

tenc

e us

ing

soun

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sona

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Rubrics for Literacy Assessment Task 4Grade 1: Term 1

Checklist for 4th Assessment TaskName: Date:


Oral 1. Respond to simple instructions?

2. Sequence pictures of a story?

3. Tell own news?

Phonics 4. Identify at least 3 vowel and 5 consonant sounds?

5. Blend three letter words?

Reading 6. Predict what the story is about from looking at pictures in the book?

7. Recognise at least 25 sight words?

8. Read aloud prepared reading from group reading book?

Handwriting 9. Write letters and numbers from left to right, starting at the margin?

Writing 10. Copy one sentence of news from the board correctly?

11. Draw a picture about the news?

Final Rating1 2 3 4




Grade 1: Term 3Rating scale for Assessment Task 4

Name: Date:


1. Listen for, and repeat, details in a story?

2. Listen to a story and answer open-ended questions?

3. Identify simple consonant blends at the end of a word e.g. si-ng?

4. Build 4 letter words using consonant blends e.g. fl-at, ra-ng?

5. Recognise at least 25 new sight words?

6. Look at a picture or poster and interpret information e.g. everyone is happy?

7. Read aloud own level prepared reading from group reading book?

8. Read aloud a few unseen sentences using new sight words?

9. Write both lower and upper case letters correctly?

10. Write at least two sentences of own news?

11. Use own ‘dictionary’ to write, or find, new words?

12. Write a message on a card, including their name?

Grade 1: Term 2Holistic rubric for 4th Assessment Task

1Not

achieved

2Partial

achievement




Only able to achieve any four of the criteria

Only able to achieve any five to seven of the criteria

Only able to achieve any eight to ten correct

Able to achieve all twelve criteria

Oral:

1. Listen to a story and identify the main idea?

2. Answer questions?

3. Describe where an object is using the correct vocabulary?

Phonics:

4. Identify the letter-sound relationship of all the single sounds?

5. Build up three letter words using the single sounds?

Reading:



8. Answer questions based on the passage read by the learner?

9. Use known phonics to decode unknown words when reading?

Handwriting:

10. Form all the lower case letters correctly?

Writing:

11. Write words on own using sounds learnt?

12. Compile a list of words according to instructions e.g. a list of colours?

Final Rating1 2 3 4




Grade 1: Term 4Holistic rubric for 4th Assessment Task: Term 4

1Not

achieved

2Partial

achievement




Only able to achieve any five of the criteria

Only able to achieve any six to nine of the criteria

Only able to achieve any ten to twelve correct

Able to achieve all fourteen criteria

Oral:

1. Talk about personal experiences?

2. Participate in discussions?

Phonics:

3. Recognise the consonant digraphs (sh, ch, th) at the end of words?

4. Recognise silent ‘e’ (fairy/magic e) in words?

5. Build four letter words from sounds learnt?

Reading:



8. Answer questions on passage read?

9. Read aloud unseen paragraph containing new words learnt?

10. Use decoding skills when reading unfamiliar words?

Handwriting:

11. Write words with correct spacing and letter formation?

Writing:

12. Write at least three sentences of own news?

13. Write at least three sentences of a creative story?

14. Write a story with a beginning, a middle and an end?




Checklist for 4th Assessment TaskName: Date:


Oral 1. Listen to a story and answer questions related to the story?

2. Participate in a discussion and ask questions?

3. Tell own news?

4. Talk about solutions to word problems especially during Numeracy?

Phonics 5. Recognise vowel digraphs in words e.g. ‘oo’ in room, ‘ee’ in green?

6. Build words using vowel digraphs?

Reading 7. Use pictures to predict what the story is about?


9. Read aloud prepared reading at own level from group reading book?

10. Answer questions based on passage read?

11. Read simple instructions in the classroom?

Handwriting 12. Write letters and numbers using correct formation, starting at the margin?

13. Write a sentence of at least four words legibly?

Writing 14. Write at least three sentences of own news and illustrate?

15. Write a story of at least three sentences?

16. Write at least one sentence which can be read by another learner?

17. Write a list e.g. a list of words with vowel digraphs?

Final Rating1 2 3 4





1Not

achieved

2Partial

achievement







Able to achieve all fifteen criteria

Oral:

1. Listen to a poem and identify details?

2. Answer questions based on the poem?

3. Tell personal news without repetition?

4. Discuss solutions to word problems especially during Numeracy?

Phonics:

5. Recognise ‘magic e’ (silent e) in words e.g. bake, time, hope?

6. Build words using the sounds learnt?

Reading:



9. Answer higher order questions based on the passage read by the learner?

10. Read aloud unseen paragraph containing new words learnt?

Handwriting:

11. Use handwriting tools, such as ruler and rubber, effectively?

12. Transcribe words correctly?

Writing:

13. Write own story of at least one paragraph?

14. Read own writing to a partner?

15. Use a personal ‘dictionary’ to find words, or record new words?



Grade 2: Term 3Rating scale for 4th Assessment Task

Name: Date:


1. Listen to a story and answer open-ended questions?

2. Role play different situations e.g. read their news as a news presenter on TV?

3. Interview an adult visitor to the class using a list of prepared questions?


5. Recognise at least 5 new vowel blends learnt?

6. Build words using sounds learnt?



9. Answer higher order questions based on passage read?

10. Give an opinion about what was read?

11. Use correct letter formation when transcribing words and sentences from the board and writing strips?

12. Participate in a discussion to choose a topic to write about?

13. Write at least one paragraph about the chosen topic?

14. Read aloud stories written by other learners?

Final Rating1 2 3 4





1Not

achieved

2Partial

achievement







Able to achieve all fourteen criteria

Oral:

1. Listen for the detail in a story, answer higher order questions and justify answers?

2. Tell personal news using descriptive language?


Phonics:

4. Recognise at least 5 new sounds?

5. Use phonetic knowledge to build words, specially during creative writing?

Reading:



8. Answer higher order questions based on passage read?

9. Express whether a story was liked and justify answer?

10. Read independently from a variety of available texts?

Handwriting:

11. Copy text using correct letter formation, spacing and punctuation?

Writing:

12. Experiment with words when writing own news or story?

13. Use correct grammatical structure in written stories?

14. Draft, write and publish own story for others to read?




Holistic rubric for 4th Assessment Task1

Not achieved

2Partial

achievement






Only able to achieve any ten to thirteen correct

Able to achieve all fifteen criteria

Oral:

1. Talk about personal experiences/news using descriptive language & gestures?

2. Participate in discussions and asks questions while showing respect for others?

3. Use appropriate language when speaking to others?

Phonics:

4. Recognise “silent e” in words – orally and builds words with sounds learnt?

Reading:

5. Read aloud in a guided reading group with teacher using correct punctuation?


7. Answer questions on passage read?

8. Predict when reading unfamiliar texts?

9. Read a book with the teacher to the whole class and describe the main idea?

10. Read simple instructions?

Handwriting:

11. Write legibly using correct letter formation?

Writing:

12. Write about 5 sentences on a topic?

13. Write sentences using words from sounds learnt?

14. Write an instruction to a friend?

15. Build own dictionary?




1Not

achieved

2Partial

achievement




Only able to achieve any six of the criteria

Only able to achieve any seven to twelve of the criteria

Only able to achieve any thirteen to seventeen correct

Able to achieve all twenty criteria

Oral:

1. Listen to and compose own riddles and jokes?

2. Participate in group class discussions?

3. Give solutions to problems, especially word problem in numeracy?

Phonics:

4. Recognise 5 new letter blends eg. ow (cow), ou (found), aw (draw), au (autumn), or (fork)?

5. Build and sound words orally or in written tasks?

Reading:


7. Read aloud in teacher guided reading group at own level?

8. Use comprehension skills to answer questions about the passage orally or in written tasks?

9. Read a book with teacher to the class?

10. Read fiction or non-fiction books independently?

11. Use table of contents, index and page no. to find information?

Handwriting:

12. Transcribe words correctly?

Writing:

13. Write about 10 sentences on personal experiences/news?

14. Participate in a discussion on a given topic and write about it?

15. Do creative writing of about 10 sentences?

16. Read and edit own work by correcting spelling, punctuation etc.?

17. Use correct grammatical structures when writing?

18. Read own writing to others?

19. Builds own dictionary - using initial & second letter of words eg act, ant, ask?

20. Recognise and uses verbs/ adverbs?



Grade 3: Term 3Rating scale for 4th Assessment Task

Name: Date:

Is the learner able to: Rating

Oral • Tell a story – beginning, middle, end using descriptive language?• Listen in detail to stories and answers open-ended questions?• Give solutions word problems especially in numeracy?

Phonics • Build and sound words at level of phonetic knowledge?• Use homophones eg. fly / fly?

Reading • Interpret information from posters, adverts etc.?• Evaluate graphical text for design features?• Recognise at least 25 new sight words?• Read aloud to partner using own or others’ writing?• Read book with teacher (shared reading) and give own opinion of story?• Reads independently from a variety of texts eg. Newspaper?

Handwriting • Copy written text with correct letter formation?• Write with increasing speed?

Writing • Write about personal experiences in different forms: diary, a letter?• Use conjunction to join sentences?• Give writing a title?• Use mind maps to record?• Read own writing to class?• Build own word bank/dictionary?• Recognise and uses nouns?

Final Rating1 2 3 4




Grade 3: Term 4Holistic rubric for 4th Assessment task

1Not

achieved

2Partial

achievement




Only able to achieve any seven of the criteria

Only able to achieve any eight to thirteen of the criteria

Only able to achieve any fourteen to twenty correct

Able to achieve all twenty two criteria

Oral:

1. Listen to stories in detail and answer open-ended questions?

2. Express feelings about text and give reasons?

3. Make oral presentations eg. news, show and tell etc.?

4. Discuss solutions to a problem using higher order thinking skills?

Phonics:

5. Build and sound words at level of phonetic knowledge?

6. Use both the letter sound and letter name to spell words?

Reading:

7. Use visual cues to read and analyse text for values and attitudes?


9. Use self-correcting strategies when reading?

10. Read with fluency and expression?

11. Answer higher order questions on passage read to draw conclusions?

12. Give opinion of story and reason?

13. Play word games, word search?

14. Read independently from a variety of text eg. Magazine?

Handwriting:

15. Use handwriting tools effectively?

16. Complete a writing task in a set time?

Writing:

17. Draft and writes own story of about two paragraphs?

18. Use some narrative devices when writing eg. Dialogue?

19. Sequence information and put it under headings?

20. Make own book and contribute to class book collection?

21. Build own word bank/dictionary?

22. Recognise and use adjectives?

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