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Term 1 Week 10

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Identify and provide a factual statement clearly and concisely resources Identify and provide a factual statement clearly and concisely	Identify and provide a series of factual statements clearly and concisely in order to give a brief simple oral information report on a familiar topic resources Identify and provide a series of factual statements clearly and concisely in order to give a brief simple oral information report on a familiar topic	Orally presents an information report from own research Reads/speaks using appropriate pitch, pause, emphasis and intonation Assessment Task resources Orally presents an information report from own research Reads/speaks using appropriate pitch, pause, emphasis and intonation <a href="http://bigscrubliteracy.nsw.edu.au//item?p=756">Assessment Task</a>	Orally presents an information report from own research Uses illustrations or Powerpoint presentation to supplement presentation Reads/speaks using appropriate pitch, pause, emphasis and intonation Assessment Task resources Orally presents an information report from own research Uses illustrations or Powerpoint presentation to supplement presentation Reads/speaks using appropriate pitch, pause, emphasis and intonation <a href="http://bigscrubliteracy.nsw.edu.au//item?p=756">Assessment Task</a>
Reading & Comprehension	Retell information gained from a factual text Recognises sight words in printed text Uses a variety of reading strategies resources Retell information gained from a factual text Recognises sight words in printed text Uses a variety of <a href="http://bigscrubliteracy.nsw.edu.au//item?p=447">reading strategies</a>	Locate key information from a factual text Uses different parts of a text to locate information ie. title page, contents page, glossary Uses variety of reading strategies resources Locate key information from a factual text Uses different parts of a text to locate information ie. title page, contents page, glossary Uses variety of <a href="http://bigscrubliteracy.nsw.edu.au//item?p=447">reading strategies</a>	Makes judgements about the appropriateness of information gathered - information should be able to be used to effectively engage an audience in an oral presentation Categorise information collected into logical, sequential order resources Makes judgements about the appropriateness of information gathered - information should be able to be used to effectively engage an audience in an oral presentation Categorise information collected into logical, sequential order	Makes judgements about the appropriateness of information gathered - information should be able to be used to effectively engage an audience in an oral presentation Categorise information collected into logical, sequential order Relates information to accompanying graphics resources Makes judgements about the appropriateness of information gathered - information should be able to be used to effectively engage an audience in an oral presentation Categorise information collected into logical, sequential order Relates information to accompanying graphics
Writing	Joint construction of information report Writes some sight words accurately without copying Groups letters into words - knows what a letter is, knows what a word is Writes or copies a factual sentence Assessment Task - work sample resources Joint construction of information report Writes some sight words accurately without copying Groups letters into words - knows what a letter is, knows what a word is Writes or copies a factual sentence Assessment Task - work sample	Independent construction of elementary descriptive information report Draws on knowledge of sight words when writing Assessment Task - work sample resources Independent construction of elementary descriptive information report Draws on knowledge of sight words when writing Assessment Task - work sample	Independent extended description of each feature in an information report focus on technical vocabulary Using a paragraph as a subsection of writing expressing one idea, marks by a new line Assessment Task - work sample resources Independent extended description of each feature in an information report focus on technical vocabulary Using a paragraph as a subsection of writing expressing one idea, marks by a new line <a href="http://bigscrubliteracy.nsw.edu.au//item?p=764">Assessment Task</a> - work sample	Independent extended description of each feature in an information report focus on technical vocabulary Using a paragraph as a subsection of writing expressing one idea, marks by a new line Using complex sentence structures within paragraphs Uses a range of media to create report Assessment Task - work sample resources Independent extended description of each feature in an information report focus on technical vocabulary Using a paragraph as a subsection of writing expressing one idea, marks by a new line Using complex sentence structures within paragraphs Uses a range of media to create report <a href="http://bigscrubliteracy.nsw.edu.au//item?p=764">Assessment Task</a> - work sample
Grammar	Verbs - use an increasing range of verbs to represent common activities Using adjectives, nouns and present tense regular action verbs to create a sentence resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=553">Verbs</a> - use an increasing range of verbs to represent common activities Using <a href="http://bigscrubliteracy.nsw.edu.au//item?p=613">adjectives</a>, <a href="http://bigscrubliteracy.nsw.edu.au//item?p=523">nouns</a> and present tense regular action verbs to create a sentence	Verbs - use an increasing range of verbs to represent common activities Using adjectives, nouns and present tense regular action verbs to create a sentence Explain these attributes within a sentence resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=553">Verbs</a> - use an increasing range of verbs to represent common activities Using <a href="http://bigscrubliteracy.nsw.edu.au//item?p=613">adjectives</a>, <a href="http://bigscrubliteracy.nsw.edu.au//item?p=523">nouns</a> and present tense regular action verbs to create a sentence Explain these attributes within a sentence	Verbs - relating verbs that link two pieces of information ie. 'to be' and 'to have' - Some foods have preservative Begin to recognise and change the tense of a verb to present, past and future both simple and continuous ie. I smell, I am smelling, I smelled, I was smelling, I will smell resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=553">Verbs</a> - relating verbs that link two pieces of information ie. 'to be' and 'to have' - Some foods have preservative Begin to recognise and change the tense of a verb to present, past and future both simple and continuous ie. I smell, I am smelling, I smelled, I was smelling, I will smell	Verbs - relating verbs that link two pieces of information ie. 'to be' and 'to have' - Some foods have preservative Begin to recognise and change the tense of a verb to present, past and future both simple and continuous ie. I smell, I am smelling, I smelled, I was smelling, I will smell resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=553">Verbs</a> - relating verbs that link two pieces of information ie. 'to be' and 'to have' - Some foods have preservative Begin to recognise and change the tense of a verb to present, past and future both simple and continuous ie. I smell, I am smelling, I smelled, I was smelling, I will smell
Spelling & Sounds	ed, ing Recognises there is a root word in some words Spells some sight words accurately without prompting resources ed, ing Recognises there is a root word in some words Spells some sight words accurately without prompting	Sounds - ed, ing Word building using these suffixes resources Sounds - ed, ing Word building using these <a href="http://bigscrubliteracy.nsw.edu.au//item?p=639">suffixes</a>	Adding 'ed' to create a past simple tense verb Past tense usually formed by adding 'ed' When verb ends in 'e' just add 'd' When verb ends in vowel consonant double the consonant and add 'ed' When the verb ends in 'y' change the 'y' to 'i' and add 'ed' resources Adding 'ed' to create a past simple <a href="http://bigscrubliteracy.nsw.edu.au//item?p=768">tense</a> verb Past <a href="http://bigscrubliteracy.nsw.edu.au//item?p=768">tense</a> usually formed by adding 'ed' When verb ends in 'e' just add 'd' When verb ends in vowel consonant double the consonant and add 'ed' When the verb ends in 'y' change the 'y' to 'i' and add 'ed'	Adding 'ed' to create a past simple tense verb Past tense usually formed by adding 'ed' When verb ends in 'e' just add 'd' When verb ends in vowel consonant double the consonant and add 'ed' When the verb ends in 'y' change the 'y' to 'i' and add 'ed' resources Adding 'ed' to create a past simple <a href="http://bigscrubliteracy.nsw.edu.au//item?p=768">tense</a> verb Past <a href="http://bigscrubliteracy.nsw.edu.au//item?p=768">tense</a> usually formed by adding 'ed' When verb ends in 'e' just add 'd' When verb ends in vowel consonant double the consonant and add 'ed' When the verb ends in 'y' change the 'y' to 'i' and add 'ed'
Handwriting	Hh, Mm, 5 Focus on downstroke and tunnels resources Hh, Mm, 5 Focus on downstroke and tunnels	Hh, Mm, 5 Focus on downstroke and tunnels resources Hh, Mm, 5 Focus on downstroke and tunnels	ed, ing Linking letters in words with these digraphs resources ed, ing Linking letters in words with these digraphs	ed, ing Linking letters in words with these digraphs resources ed, ing Linking letters in words with these digraphs

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