Summary of main skills expected ensure students are reaching the Achievement Targets in Reading Early Childhood
End of Pre-Primary
End of Year 1
End of Year 2
Engage in reading like behaviour Predict words Use picture cues Point out words and symbols Role-playing at reading Print contains a message Making connections Discuss favourite books Exposure to conventions Names of the alphabet
Grammatical symbols Names and sounds of the alphabet Exposure to long and short vowel sounds Connect print to illustrations Reading from memory 50-100 M100 words Oral retell in sequence Predictions Recognise purposes of texts ie fiction/non-fiction PM Reading level 5-10 Sounding out/chunking
Must know alphabet and sounds Decoding unknown words – a range of strategies Phonics knowledge Bank of sight words M200words Vowels Reading level 15 and above Not reliant on picture cues Locate directly written information Oral retell using language features from the text
Reading Middle Childhood – High School
Year 5
Year 7
Year 9
Interpret and discuss ideas and information Draw inferences Select anduse a text for a defined purpose Read a range of texts PM Reading level above 30 Pays attention to grammar and punctuation Reads expressively and fluently Integrating cueing systems
Interpret, discuss ,argue and narrate in combination Compare and contrast
Evaluate what has been read Use texts across all learning areas ie, Debates, research
Reading Continued “Rich tasks” to assess students reading skills Pre-primary – Magnetic stories/Puppets to retell a story Velcro pictures – sequencing Text innovation Alphabet Hunts “Who am I?” Year 1 – Jumbled sentences Cloze Written retell – code-switching Year 2 – Venn Diagrams Retell more complex using language from the text Year 3 Year 5 Year 7 Year 9 Writing Summary of skills expected at the end of the year to ensure students are reaching the achievement targets
Kindergarten
Pre-primary
Year 1
Year 2
Year 3
Drawing pictures Fine Motor skills developing Pre-writing skills ie patterns, Letter awareness Alphabet awareness Listening skills “Have-a-go” at writing their name
Letter and word awareness Role-play writing Fine motor skills developing Modelled writing -aware that speech cam be written Phonological awareness Write name Alphabet names Beginning sounds
Alphabet sounds Write a few sentences Sight words – at least 50 -100 L-R direction Phonics ch, sh, th, blends Leave a space between words Capital letters and full stops
Write a simple narrative Exposure and attempt other genres 100-200 sight words Punctuation Simple/compound sentences Grammar Phonics
Consolidate all the skills of year 2 More consistent in writing forms ie narrative, report etc Writing extended Using punctuation more consistently Beginning to self-edit Grammar
Year 5
Year 7
Year9
Can write text types to suit a particular audience and purpose Grammar and punctuation are more consistent Paragraphs link ideas Is able to plan, draft and review writing Spell most common words correctly, unknown words are attempted phonetically
Has more control over text types Consolidate skills from year 5 so they are used with more consistency
Is now able to control language features of a range of text types to write narratives, arguments, procedures and reports Has a range of strategies for planning, drafting, reviewing and writing to an appropriate audience.
Achievement Targets for English
Summary of main skills expected ensure students are reaching the Achievement Targets in
Reading Early Childhood
Predict words
Use picture cues
Point out words and symbols
Role-playing at reading
Print contains a message
Making connections
Discuss favourite books
Exposure to conventions
Names of the alphabet
Names and sounds of the alphabet
Exposure to long and short vowel sounds
Connect print to illustrations
Reading from memory
50-100 M100 words
Oral retell in sequence
Predictions
Recognise purposes of texts ie fiction/non-fiction
PM Reading level 5-10
Sounding out/chunking
Decoding unknown words – a range of strategies
Phonics knowledge
Bank of sight words M200words
Vowels
Reading level 15 and above
Not reliant on picture cues
Locate directly written information
Oral retell using language features from the text
Reading Middle Childhood – High School
Draw inferences
Select and use a text for a defined purpose
Read a range of texts
PM Reading level above 30
Pays attention to grammar and punctuation
Reads expressively and fluently
Integrating cueing systems
Compare and contrast
Use texts across all learning areas ie, Debates, research
Reading Continued
“Rich tasks” to assess students reading skills
Pre-primary – Magnetic stories/Puppets to retell a story
Velcro pictures – sequencing
Text innovation
Alphabet Hunts
“Who am I?”
Year 1 – Jumbled sentences
Cloze
Written retell – code-switching
Year 2 – Venn Diagrams
Retell more complex using language from the text
Year 3
Year 5
Year 7
Year 9
Writing
Summary of skills expected at the end of the year to ensure students are reaching the achievement targets
Fine Motor skills developing
Pre-writing skills ie patterns,
Letter awareness
Alphabet awareness
Listening skills
“Have-a-go” at writing their name
Role-play writing
Fine motor skills developing
Modelled writing -aware that speech cam be written
Phonological awareness
Write name
Alphabet names
Beginning sounds
Write a few sentences
Sight words – at least 50 -100
L-R direction
Phonics ch, sh, th, blends
Leave a space between words
Capital letters and full stops
Exposure and attempt other genres
100-200 sight words
Punctuation
Simple/compound sentences
Grammar
Phonics
More consistent in writing forms ie narrative, report etc
Writing extended
Using punctuation more consistently
Beginning to self-edit
Grammar
Grammar and punctuation are more consistent
Paragraphs link ideas
Is able to plan, draft and review writing
Spell most common words correctly, unknown words are attempted phonetically
Consolidate skills from year 5 so they are used with more consistency
Has a range of strategies for planning, drafting, reviewing and writing to an appropriate audience.