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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Listens and responds to stories heard or read Jointly constructs retelling of parts of narrative Identifies factual narratives as opposed to fictional resources Listens and responds to stories heard or read Jointly constructs retelling of parts of narrative Identifies factual narratives as opposed to fictional	Responds orally to narrative texts Identifies some of the needs of an audience Listens to books for enjoyment resources Responds orally to narrative texts Identifies some of the needs of an audience Listens to books for enjoyment	Orally retells narrative about familiar and unfamiliar experiences Identifies some of the needs of an audience Uses voice, tone and inclination appropriate to the audience resources Orally retells narrative about familiar and unfamiliar experiences Identifies some of the needs of an audience Uses voice, tone and inclination appropriate to the audience	Rehearses and tells a narrative to peers or younger children using approaches to engage the reader Uses voice, tone and inclination to aid meaning of the story resources Rehearses and tells a narrative to peers or younger children using approaches to engage the reader Uses voice, tone and inclination to aid meaning of the story
Reading & Comprehension	Uses picture cues to predict a narratives content and makes connections between illustrations and written texts Sorts images of a known narrative into sequential order Changes voice when reading text inside a speech bubble to suit character Assessment resources Uses picture cues to predict a narratives content and makes connections between illustrations and written texts Sorts images of a known narrative into sequential order Changes voice when reading text inside a speech bubble to suit character Assessment	Locates complication and resolution in a narrative Predicts resolution Creates own resolution changes voice when reading text inside speech marks to suit character Assessment resources Locates complication and resolution in a narrative Predicts resolution Creates own resolution changes voice when reading text inside speech marks to suit character Assessment	Identifies main organisational structure in narratives and its purpose Justifies choice of book Predicts resolution Creates own resolution Reads electronic books Assessment resources Identifies main organisational structure in narratives and its purpose Justifies choice of book Predicts resolution Creates own resolution Reads electronic books Assessment	Identifies main organisational structure in narratives and its purpose Justifies choice of book Predicts resolution Creates own resolution Reads texts demanding a degree of abstraction Reads electronic books Assessment resources Identifies main organisational structure in narratives and its purpose Justifies choice of book Predicts resolution Creates own resolution Reads texts demanding a degree of abstraction Reads electronic books Assessment
Writing	Uses symbols or drawings to create a narrative plot Uses illustrations to tell a narrative Write spoken words inside speech bubbles resources Uses symbols or drawings to create a narrative plot Uses illustrations to tell a narrative Write spoken words inside speech bubbles	Model different stages of a narrative Builds knowledge of a topic before writing by brainstorming and discussing Jointly creates visual planner or narrative resources Model different stages of a narrative Builds knowledge of a topic before writing by brainstorming and discussing Jointly creates visual planner or narrative	Model different stages or a narrative Plans and sequences ideas prior to writing Create visual planner or narrative Chooses own resolution to a given text resources Model different stages or a narrative Plans and sequences ideas prior to writing Create visual planner or narrative Chooses own resolution to a given text	Model different stages or a narrative Plans and sequences ideas prior to writing Create visual planner or narrative Chooses own resolution to a given text Redrafts text for a different audience resources Model different stages or a narrative Plans and sequences ideas prior to writing Create visual planner or narrative Chooses own resolution to a given text Redrafts text for a different audience
Grammar	Anagrams Speech bubbles resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=622">Anagrams</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech bubbles</a>	Anagrams and palindromes Speech marks resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=622">Anagrams</a> and<a href="http://bigscrubliteracy.nsw.edu.au//item?p=1078"> palindromes</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech marks</a>	Anagrams and palindromes Tautology Speech marks resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=622">Anagrams</a> and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1078">palindromes</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1080">Tautology</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech marks</a>	Anagrams and palindromes Tautology Speech marks resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=622">Anagrams</a> and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1078">palindromes</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1080">Tautology</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech marks</a>
Spelling & Sounds	Sounds - ill, all Spelling - Finding little words in big words resources Sounds - ill, all Spelling - Finding little words in big words	Sounds - ill, all Spelling rule - When a word ends in a vowel and a - 'y' (ay, ey, oy) just add the ending, eg. stay, stayed, staying; key, keys; toy, toys Finding little words in big words resources Sounds - ill, all Spelling rule - When a word ends in a vowel and a - 'y' (ay, ey, oy) just add the ending, eg. stay, stayed, staying; key, keys; toy, toys Finding little words in big words	Spelling rule - To add - 'able' as a suffix to a root word, drop the 'e', eg. note, notable; desire, desirable resources Spelling rule - To add - 'able' as a suffix to a root word, drop the 'e', eg. note, notable; desire, desirable	Spelling rule - To add - 'able' as a suffix to a root word, drop the 'e', eg. note, notable; desire, desirable resources Spelling rule - To add - 'able' as a suffix to a root word, drop the 'e', eg. note, notable; desire, desirable
Handwriting	ill, all Consistently uses correct posture when both handwriting and typing resources ill, all Consistently uses correct posture when both handwriting and typing	ill, all Consistently uses correct posture when both handwriting and typing resources ill, all Consistently uses correct posture when both handwriting and typing	Optional joins for common letter clusters Digraphs qu, sh, th, all, aw Consistently uses correct posture when both handwriting and typing resources Optional joins for common letter clusters Digraphs qu, sh, th, all, aw Consistently uses correct posture when both handwriting and typing	Optional joins for common letter clusters Digraphs qu, sh, th, all, aw Consistently uses correct posture when both handwriting and typing resources Optional joins for common letter clusters Digraphs qu, sh, th, all, aw Consistently uses correct posture when both handwriting and typing

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