In Year 3, students: In Year 4, students: In Year 5, students: In Year 6, students: C o m p r e h e n d i n g
t e x t s
t h r o u g h
l i s t e n i n g ;
C o m p o s i n g
t e x t s
t h r o u g h
s p e a k i n g
T e x t
k n o w l e d g e
Listening and Speaking, Year 3: LS 3 LS 4 LS 5 LS 6 i. Identify the purpose, content and context for listening and speaking in familiar and unfamiliar situations and discuss language choices i. Identify purposes for listening and speaking, select text structures and language features appropriate for the content and context i. Identify purposes for listening and speaking, select and modify text structures and language features appropriate for the content and context i. Identify different purposes for listening and speaking, select and modify text structures and language features for the chosen content and context ii. Plan, rehearse and deliver spoken presentations specific to learning areas by: gathering notes using modelled structures and following a logical sequence trialling resources and changing ideas, information and language choices incorporating visual features ii. Plan, rehearse and deliver spoken presentations specific to learning areas by: selecting and sequencing events, key information and supporting details using cause and effect or compare and contrast using multimodal resources to enhance meaning and engage audiences ii. Plan, research, rehearse and deliver spoken presentations specific to learning areas by: taking notes, identifying key ideas and information applying the stages and characteristics of spoken text structures selecting multimodal resources to influence audience reaction ii. Plan, research, rehearse and deliver spoken presentations specific to learning areas by: selecting and sequencing researched content refining ideas and language choices selecting multimodal resources to influence audiences to accept a point of view C o m p r e h e n s i o n
iii. Communicate to: identify a viewpoint or main idea, supporting details and express a personal point of view clarify meaning by asking questions make inferences fromliteral information and the formality of words selected connect to prior experiences and knowledge identify and interpret language paraphrase and summarise information retrieve literal information iii. Communicate to: acknowledge the viewpoints of others and suggest alternatives understand more detailed instructions during learning tasks make inferences when expanding and linking ideas across texts distinguish between the language of opinion and the language of factual reporting paraphrase and summarise information identify key information and select appropriate responses identify relationships and test possibilities report, share and extend ideas iii. Communicate to : summarise and analyse information relevant to key ideas or concepts refine ideas and information identify evaluative language (positive or negative language that judges the worth of something) and bias (prejudice in favour of or against)
iii. Communicate to: interpret and evaluate information relevant to opinions clarify, question and extend ideas develop arguments, interrogate ideas and information interpret and analyse learning area language identify subjective (exemplifying speakers thinking), objective (information and ideas based on fact), evaluative language and bias iv. Contribute and respond to spoken texts, considering how spoken language features and non-verbal cues affect the meaning of words iv. Compose, contribute and respond in different settings by considering howspoken language features, including vocabularyselectionand non-verbal cues, affect meaning iv. Compose, contribute and respond in different settings by considering howspoken language features and non-verbal cues affect meaning iv. Compose and contribute in different groups and settings by choosing and responding to spoken language features and non- verbal cues, including selecting vocabulary to create detailed and accurate descriptions v. Use interaction and communication skills to contribute to group and class discussions by: using appropriate forms of address using the appropriate degree of formality in responses following agreed protocols v. Use interaction and communication skills to contribute to group and class conversations and discussions by: taking on the role of leader to guide discussions acknowledging anothers point of view summarising and linking a response to the topic using agreed protocols v. Use interaction and communication skills to contribute to and extend discussions by: clarifying ideas offering explanations for a point of view introducing topics using agreed protocols v. Use interaction and communication skills to contribute to informal debates and discussions by: interrogating and analysing ideas evaluating information and comparing solutions repairing breakdowns in discussion offering explanations and describing processes G r a m m a r
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vi. Use words and word groups in sentences, including: consistent subjectverb agreement common, proper and abstract nouns that suggest probability vi. Use words and word groups in sentences, including: personal and possessive pronouns descriptive clauses vi. Use words and word groups in increasingly complexsentences, including correct verb tense vi. Use words and word groups in complexsentences, including nominalisations (a process for forming nouns fromverbs or adjectives) to identify or refer to ideas, concepts, people, places and objects and use verb tenses that locate events in time W o r d
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vii. Use familiar learning area vocabulary to: add detail build a relationship with the listener express opinions vii. Use familiar and newlearning area vocabulary to: describe significant features replace commonly used words with more specialised words to enhance meaning vii. Use newlearning area vocabulary to provide specific meaning vii. Use learning area vocabulary to specify content and present opinions
Years 36 Literacy Indicators Australian Curriculumv.3 Queensland Studies Authority August 2012 Page 2 of 3
In Year 3, students: In Year 4, students: In Year 5, students: In Year 6, students: C o m p r e h e n d i n g
t e x t s
t h r o u g h
v i e w i n g
a n d
r e a d i n g
T e x t
k n o w l e d g e
Viewing and Reading Year 3: VR 3 VR 4 VR 5 VR 6 i. Viewand read for personal and learning purposes. Develop and explain criteria for personal selection i. View, read, navigate and select texts for personal and learning purposes i. View, read, navigate and select texts for specific personal, social and learning purposes i. View, read, navigate and adjust selection of texts for multiple purposes ii. Viewand read written, visual and multimodal learning area texts that: use page and screen layout, diagrams, alphabetical order and menu bars to aid text navigation contain shared or familiar content contain characteristic features ii. Viewand read written, visual and multimodal learning area texts that: use navigation links, graphics and layout, page and screen layout, simple indexes, tables of contents, different types of diagrams, icons and buttons to aid navigation require knowledge of text structure, including headings, subheadings and paragraphs contain newinformation expand personal and social contexts ii. Viewand read written, visual and multimodal learning area texts that: use chapters, text boxes, home pages and subpages, topic sentences and paragraphs organised according to chronology to assist navigation and enhance readability connect relationships between ideas and concepts within and between texts ii. Viewand read written, visual and multimodal learning area texts that: use contents, home pages and subpages, glossaries, full indexes, and supporting details to enhance readability contain newinformation that requires reading and research to build background knowledge connect relationships between ideas and concepts C o m p r e h e n s i o n
iii. Use text-processing strategies when viewing and reading, including: predicting and confirming to monitor meaning using knowledge of word order in compound and complex sentences questioning and crosschecking the text for meaning describing visualisation of key information and concepts to enhance understanding drawing conclusions using literal and inferred information making connections between language and visual features iii. Use text-processing strategies when viewing and reading, including: self-correcting to repair comprehension breakdowns reviewing patterns that organise ideas, including compare and contrast iii. Use text-processing strategies when viewing and reading, including: skimming and scanning texts comparing content fromsources analysing similarities and differences iii. Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content questioning, crosschecking and reviewing texts to identify point of view using literal and inferred information to drawconclusions about significant concepts, arguments or descriptions iv. Independently viewand read and demonstrate understanding of learning area texts by: using prior knowledge to interpret and drawconclusions identifying and summarising main ideas, information and supporting details at a literal level making connections between literal and inferred information evaluating and discussing language features iv. Independently viewand read and demonstrate understanding of learning area texts by: summarising the main ideas and supporting details locating and synthesising information inferring meaning to expand and link ideas and information across the text analysing and justifying a point of viewusing information fromthe text iv. Independently viewand read and demonstrate understanding of learning area texts by: synthesising information to link ideas across texts interpreting, analysing and justifying ideas fromliteral and inferred ideas and information iv. Independently viewand read and demonstrate understanding of learning area texts by: synthesising and comparing information and ideas within and between texts comparing texts that represent ideas and events in different ways to determine similarities and differences analysing informationandsupplyingevidencefrominterrelated parts of texts evaluating and summarising point of view G r a m m a r
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v. Identify and describe words and word groups that: represent different processes, including understanding that verbs are anchored in time through tense represent ideas and relationships, including pronouns and the nouns they refer to, adjectives and adverbs that intensify meaning link ideas in sentences, including connectives and conjunctions that add information or compare two ideas v. Identify and describe words and word groups that: represent ideas and relationships and intensify meaning signal relationships between ideas in sentences, including connectives and conjunctions that compare, cluster ideas and list sequence, time or order v. Identify and describe words and word groups that represent ideas and relationships, including main and subordinate clauses within sentences v. Identify and describe words and word groups that: represent ideas and relationships in sentences, including extended noun groups and phrases. extend ideas and showrelationships W o r d
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vi. Independently read with fluency: an increasing range of high-frequency sight words with automaticity familiar learning area vocabulary vi. Independently read with fluency: words of significance, specialised learning area vocabulary irregular words vi. Independently read with fluency words of significance, specialised learning area vocabulary and terminology vi. Independently read with fluency: learning area specific vocabulary words of significance used to define concepts or ideas vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining: semantic cues, including morphemes (units of meaning), prefixes, suffixes, base words and phrases grammatical cues, including word order, language patterns and punctuation phonic cues, including long vowels, syllables, words within words, and chunks of sound vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining: semantic cues, including meaning of words in the context of the sentence grammatical cues, including repetitive clause structures phonic cues, including syllables, affixes (prefixes and suffixes), familiar words within larger words, and recognisable sequences of letters within longer words vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining cues within different texts containing newlanguage features, content and ideas and complex sentences, vocabulary and visual features vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining cues including knowledge about word origins, base words, prefixes and suffixes V i s u a l
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viii. Explain howvisual features represent people, characters, places, events, issues and ideas in similar and different ways, e.g. shot size, vertical camera angle viii. Interpret and compare howvisual features: create effects through the framing and placement of elements construct and extract meaning and represent ideas, e.g. maps, graphs, photographs, timelines and illustrations viii. Compare and analyse howvisual features: enhance and clarify meaning, including sequences of images in print texts are organised in hyperlinked digital texts, explaining the effect on viewers interpretations viii. Analyse howanalytical images e.g. symbols, tables, flowcharts, contribute to understanding and interpretation of texts
Years 36 Literacy Indicators Australian Curriculumv.3 Queensland Studies Authority August 2012 Page 3 of 3
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x. Select learning area vocabulary to elaborate and extend ideas and express opinions x. Select learning area vocabulary that: defines and describes adds detail x. Select learning area vocabulary that: clarifies meaning has different meanings in different contexts x. Select learning area vocabulary that: adds precision enhances meaning xi. Confirmspellings, word meanings or word choice using knowledge about: high-frequencysightwords, familiar words andtopic vocabulary word structures including compound words word meanings including prefixes and suffixes spelling generalisations and rules authoritative print sources, e.g. dictionaries xi. Confirmspellings, word meanings or word choice using knowledge about: word families irregular words content gained frompersonal or shared reading authoritative digital dictionaries xi. Confirmspellings, word meanings or word choice using knowledge about: spelling patterns and the spelling system etymology (knowledge of word histories and origins) technical words, including nominalisations, developed from prior learning, reading or research about the content digital and print thesauruses xi. Confirmspellings, word meanings or word choice, including using knowledge gained fromtechnical texts, e.g. scientific reports V i s u a l
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xii. Use visual features, including illustrations, labelled drawings, familiar symbols and emblems xii. Use visual features to enhance and clarify meaning, including framing and placement of elements for effect, e.g. data displays, keys, labels and diagrams
xii. Use visual features to enhance and clarify meaning and express and extend ideas and information, e.g. flowcharts, cross-sections xii. Use visual features for impact, including using placement on the page, choice of colours and analytical images, e.g. figures, tables, diagrams, maps and graphs
In Year 3, students: In Year 4, students: In Year 5, students: In Year 6, students: C o m p o s i n g
t e x t s
t h r o u g h
w r i t i n g
a n d
c r e a t i n g
T e x t
k n o w l e d g e
Writing and Creating: Year 3: WC 3 WC 4 WC 5 WC 6 i. Identify the purpose, content, context and text structure when writing and creating learning area texts i. Identify the purpose, content, context and text structure when writing and creating learning area texts i. Identify the purpose, content, context, text structure and writer reader relationships when writing and creating learning area texts i. Identifythe purpose, content, context, text structure andwriter reader relationships whenwriting andcreatinglearningarea texts ii. Writeandcreatetodescribe, recount, instruct, respond, reflect, plan, report, narrate, explain, pose questions anddrawconclusions ii. Write and create learning area texts, demonstrating increasing control and knowledge of structures ii. Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information ii. Write and create learning area texts, choosing strategies to organise content and information iii. Plan, draft and publish texts using strategies including: posing questions, gathering information, brainstorming, testing possibilities and recording ideas using prior knowledge, learning experiences and researched information organising key information and supporting details using storyboards and sequence charts determining relevance of information editing texts for meaning, language and visual choices iii. Plan, draft and publish texts using strategies including: organising key information and supporting details using tables organising to accommodate timeframes editing and amending structure by adding, moving or deleting word groups/phrases iii. Plan, draft and publish texts using strategies including: understanding howwriters innovate on text structures organising main ideas and supporting details using key questions or graphic organisers using features such as text boxes, topic sentences, home pages and subpages to aid navigation and usability editing for meaning and structure using agreed criteria iii. Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes using features such as full indexes and paragraphs that aid navigation editing for content, language, visual choices and to enhance meaning G r a m m a r
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iv. Write paragraphs using modelled structures that sequence main ideas, events and supporting details iv. Write paragraphs to introduce ideas, highlight aspects of the content and organise texts iv. Write paragraphs that maintain the pace or sense of texts, and organise texts using structures including: problemand solution cause and effect compare and contrast iv. Write paragraphs that maintain the pace or sense of texts, including using headings, subheadings and logical structures that support the purpose v. Build meaning within paragraphs by using conjunctions, repeated words, connectives and descriptive language to signify relationships between ideas across the text v. Build meaning within paragraphs by using: sentences to describe relationships in the content including problemand solution repeated and related words to refer to the content pronouns that refer forward or back to the noun consistent tense v. Build meaning within paragraphs by using: sentences to sequence information and join main ideas and supporting details pronouns to maintain cohesion within sentences and paragraphs v. Maintain meaning across paragraphs and short texts by: selecting sentence structures to link relationships within and between paragraphs using word groups and phrases omitting and replacing words using subjective, objective or evaluative language selectingconnectives tolinkforwardor backtoideas inthetext vi. Use words and word groups including descriptive and evaluative language, extended noun and verb groups and phrases vi. Use words and word groups including: adverbs or phrases to provide circumstantial details noun groups and phrases to provide detailed descriptions verb groups and phrases to showcertainty and probability adverbs and adjectives to intensify meanings vi. Use words and word groups including: extended noun groups, phrases and adjectives to extend ideas and information adverbs or phrases to add detail to actions and thoughts verbs to showcertainty, probability or obligation vi. Use words and word groups including: noun groups, phrases and adjectives to create effective, detailed and accurate descriptions adverbs and phrases to showtime, place and cause verbs and adverbs to intensify meanings, expand and sharpen ideas vii. Write simple and compound sentences. Begin to use complex sentences with correct structure and subject agreement vii. Write usingsentence structures that include: conjunctions quotedandreportedspeech language to showcause andeffect vii. Write using sentence structures that include: main and subordinate clauses (a group of words that cannot stand alone in a sentence) conjunctions to link clauses vii. Write using sentence structures, that include sentence fragments and single words, to emphasise , extend and explain ideas and information viii. Communicate intended meaning using punctuation, including: experimenting with quoted (direct) and reported (indirect) speech commas in lists apostrophes of contraction to signal missing letters viii. Communicate intended meaning using punctuation, including: correct sentence boundaries the possessive apostrophe for common and proper nouns quotation marks to signal dialogue, titles and quoted speech viii. Communicate intended meaning using punctuation, including: commas to join clauses accurate use of commas, question marks, capitalisation and exclamation marks within quotation marks viii. Communicate intended meaning in complexsentences using punctuation conventions, including: commas after an introductory word or phrase and to separate clauses brackets [ ] and parentheses ( ) colons and bullets in a list ix. Proofread and edit writing for spelling and punctuation, using guidelines developed by teacher and peers ix. Proofread and edit writing for grammatical choices, spelling and punctuation, using guidelines ix. Proofread and edit writing, using knowledge of editing techniques ix. Reviewand edit own and others writing, using knowledge of editing techniques