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Term 2 Week 5

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Listens to simple explanations and makes appropriate comments Understands the difference between a question and a statement resources Listens to simple explanations and makes appropriate comments Understands the difference between a question and a statement	Listens to a spoken explanation with understanding Uses a comment or a question to expand on an idea in a class discussion resources Listens to a spoken explanation with understanding Uses a comment or a question to expand on an idea in a class discussion	Listens to more complex explanations of simple phenomena either read or other media given by experts Participates in discussion and retelling resources Listens to more complex explanations of simple phenomena either read or other media given by experts Participates in discussion and retelling	Listens to demanding explanations with supporting graphics and can note key ideas and information Participates in discussion and retelling resources Listens to demanding explanations with supporting graphics and can note key ideas and information Participates in discussion and retelling
Reading & Comprehension	Identifies that explanations are about 'things' which are represented by different kinds of nouns/noun groups Uses illustrations to assist reading resources Identifies that explanations are about 'things' which are represented by different kinds of nouns/noun groups Uses illustrations to assist reading	Recognises and names or describes the purpose and stages of explanations Clusters, categorises ideas and facts following the reading of texts resources Recognises and names or describes the purpose and stages of explanations Clusters, categorises ideas and facts following the reading of texts	Recognises simple cause-effect relationships and how they are written Uses word identification strategies resources Recognises simple cause-effect relationships and how they are written Uses word identification strategies	Interprets causal explanations, eg. floods, famines, volcanoes, electric circuit Understands and uses various text layout to access information resources Interprets causal explanations, eg. floods, famines, volcanoes, electric circuit Understands and uses various text layout to access information
Writing	Chooses words to label drawings and objects Writes single sentence observation resources Chooses words to label drawings and objects Writes single sentence observation	Model explanation text States the purpose and intended reader before writing and explanation Chooses own words to label drawings and objects resources Model explanation text States the purpose and intended reader before writing and explanation Chooses own words to label drawings and objects	Model explanation text Understands purpose and stages of the organisation of an explanation, including general statement about the phenomenon, explanation, conclusion resources Model explanation text Understands purpose and stages of the organisation of an explanation, including general statement about the phenomenon, explanation, conclusion	Demonstrates the importance of being well informed on a topic when writing, doing extra research if necessary, especially if the purpose is to explain events in a plausible way resources Demonstrates the importance of being well informed on a topic when writing, doing extra research if necessary, especially if the purpose is to explain events in a plausible way
Grammar	General and abstract nouns Appropriately uses done/did, see/saw/seen resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=523">General</a> and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=529">abstract</a> nouns Appropriately uses done/did, see/saw/seen	General and abstract nouns Appropriately uses done/did, see/saw/seen, come/came resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=523">General</a> and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=529">abstract</a> nouns Appropriately uses done/did, see/saw/seen, come/came	General and abstract nouns Appropriately uses done/did, see/saw/seen, come/came, run/ran resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=523">General</a> and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=529">abstract</a> nouns Appropriately uses done/did, see/saw/seen, come/came, run/ran	General and abstract nouns Appropriately uses done/did, see/saw/seen, come/came, run/ran resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=523">General</a> and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=529">abstract</a> nouns Appropriately uses done/did, see/saw/seen, come/came, run/ran
Spelling & Sounds	br, gr, cr Initial consonant blends resources br, gr, cr Initial consonant blends	Sounds - br, gr, cr Initial consonant blends Spelling rule - when a word ends in an 'e', drop the 'e' before adding 'ing', eg. create, creating; practise, practising One way to sue an apostrophe is to show when a letter or letters have been omitted resources Sounds - br, gr, cr Initial consonant blends Spelling rule - when a word ends in an 'e', drop the 'e' before adding 'ing', eg. create, creating; practise, practising One way to sue an apostrophe is to show when a letter or letters have been omitted	Spelling rule - when a word ends in an 'e', drop the 'e' before adding 'ing', eg. create, creating; practise, practising One way to sue an apostrophe is to show when a letter or letters have been omitted resources Spelling rule - when a word ends in an 'e', drop the 'e' before adding 'ing', eg. create, creating; practise, practising One way to sue an apostrophe is to show when a letter or letters have been omitted	Spelling rule - when a word ends in an 'e', drop the 'e' before adding 'ing', eg. create, creating; practise, practising One way to sue an apostrophe is to show when a letter or letters have been omitted resources Spelling rule - when a word ends in an 'e', drop the 'e' before adding 'ing', eg. create, creating; practise, practising One way to sue an apostrophe is to show when a letter or letters have been omitted
Handwriting	Gg, Bb, 8 Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start in the middle) and know that no letter starts from the bottom resources Gg, Bb, 8 Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start in the middle) and know that no letter starts from the bottom	Gg, Bb, 8 Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start in the middle) and know that no letter starts from the bottom resources Gg, Bb, 8 Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start in the middle) and know that no letter starts from the bottom	Letter finishes and optional joins from a left to right stroke fun, tu, ru, zoo resources Letter finishes and optional joins from a left to right stroke fun, tu, ru, zoo	Letter finishes and optional joins from a left to right stroke fun, tu, ru, zoo resources Letter finishes and optional joins from a left to right stroke fun, tu, ru, zoo

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