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Term 3 Week 8

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Identify and describe characters Engages in role play of variety of characters Changes voice and tone to character Role plays characters using a variety of greetings to each other Listens to books for enjoyment resources Identify and describe characters Engages in role play of variety of characters Changes voice and tone to character Role plays characters using a variety of greetings to each other Listens to books for enjoyment	Visually represent and describe characters and setting of a narrative Engages in role play of variety of characters Listens to others voices for characters and discuss appropriateness Listens to books for enjoyment resources Visually represent and describe characters and setting of a narrative Engages in role play of variety of characters Listens to others voices for characters and discuss appropriateness Listens to books for enjoyment	Visually represent and describe characters and setting of a narrative Describe character's motives, feelings, thoughts and behaviours Identifies how voice, tone, pace and inclination help to develop character's motives, feelings, thoughts and behaviours resources Visually represent and describe characters and setting of a narrative Describe character's motives, feelings, thoughts and behaviours Identifies how voice, tone, pace and inclination help to develop character's motives, feelings, thoughts and behaviours	Visually represent and describe characters and setting of a narrative Describe character's motives, feelings, thoughts and behaviours Identifies how the language of the text shapes attitudes to subject matter and character Listens to books for enjoyment resources Visually represent and describe characters and setting of a narrative Describe character's motives, feelings, thoughts and behaviours Identifies how the language of the text shapes attitudes to subject matter and character Listens to books for enjoyment
Reading & Comprehension	Describes and gives opinions of characters in a variety of narrative texts, both written and visual Identifies some basic language structures of narratives in particular descriptive language Selects and rereads familiar texts independently resources Describes and gives opinions of characters in a variety of narrative texts, both written and visual Identifies some basic language structures of narratives in particular descriptive language Selects and rereads familiar texts independently	Question language features to create visualisation of characters ie. What words in the text helped to create a visual image Reads independently for a longer period of time resources Question language features to create visualisation of characters ie. What words in the text helped to create a visual image Reads independently for a longer period of time	Locates quoted and reported speech, noun groups, adjectives describing characters Identifies recurring character types, their traits and the conventions of a variety of stereotypes resources Locates quoted and reported speech, noun groups, adjectives describing characters Identifies recurring character types, their traits and the conventions of a variety of stereotypes	Locates quoted and reported speech, noun groups, adjectives describing characters Identifies recurring character types, their traits and the conventions of a variety of stereotypes resources Locates quoted and reported speech, noun groups, adjectives describing characters Identifies recurring character types, their traits and the conventions of a variety of stereotypes
Writing	Uses symbols or drawings to create a narrative plot Uses illustrations to retell a narrative to an adult Build word bank of ES1 story starters ie. Once upon a time..., Long, long ago... etc. resources Uses symbols or drawings to create a narrative plot Uses illustrations to retell a narrative to an adult Build word bank of ES1 story starters ie. Once upon a time..., Long, long ago... etc.	Guided writing of own narrative from visual planner focus on characterisation Use paragraphs to indicate text structure Writes events of narrative in sequential order that makes sense resources Guided writing of own narrative from visual planner focus on characterisation Use paragraphs to indicate text structure Writes events of narrative in sequential order that makes sense	Guided writing of own narrative from visual planner focus on characterisation, setting, genre, theme and word bank for given topic Paragraphs used to indicate narrative structure Capital letters, commas and quotation marks uses appropriately in direct speech resources Guided writing of own narrative from visual planner focus on characterisation, setting, genre, theme and word bank for given topic Paragraphs used to indicate narrative structure Capital letters, commas and quotation marks uses appropriately in direct speech	Guided writing of own narrative from visual planner focus on characterisation, setting, genre, theme and word bank for given topic Paragraphs used to indicate narrative structure Writes own paragraphs that include a main idea and elaboration of the main idea Capital letters, commas and quotation marks uses appropriately in direct speech resources Guided writing of own narrative from visual planner focus on characterisation, setting, genre, theme and word bank for given topic Paragraphs used to indicate narrative structure Writes own paragraphs that include a main idea and elaboration of the main idea Capital letters, commas and quotation marks uses appropriately in direct speech
Grammar	Speech marks Identifies speech marks Assessment resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech marks</a> Identifies speech marks Assessment	Prepositions Semi colon Identifies and uses speech marks Assessment resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1085">Prepositions</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1060">Semi colon</a> Identifies and uses <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">speech marks</a> Assessment	Prepositions Semi colon Speech marks Assessment resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1085">Prepositions</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1060">Semi colon</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech marks</a> Assessment	Prepositions Semi colon Speech marks Assessment resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1085">Prepositions</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1060">Semi colon</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=649">Speech marks</a> Assessment
Spelling & Sounds	adge, edge, udge, idge, odge Tricky sounds - ph, mb Assessment - South Australian Spelling test resources adge, edge, udge, idge, odge Tricky sounds - ph, mb Assessment - South Australian Spelling test	Sounds - adge, edge, udge, idge, odge Tricky sounds - ph, mb Spelling rule - When a word ends in - 'e', drop the - 'e' before adding -'ing', eg. create, creating; practise, practising Assessment - South Australian Spelling test resources Sounds - adge, edge, udge, idge, odge Tricky sounds - ph, mb Spelling rule - When a word ends in - 'e', drop the - 'e' before adding -'ing', eg. create, creating; practise, practising Assessment - South Australian Spelling test	Spelling rule - When a word has more than one syllable and the final syllable is not accented, then the final consonant is not doubled before adding a suffix, eg. whisper, whispered; encounter, encountering Assessment - South Australian Spelling test resources Spelling rule - When a word has more than one syllable and the final syllable is not accented, then the final consonant is not doubled before adding a suffix, eg. whisper, whispered; encounter, encountering Assessment - South Australian Spelling test	Spelling rule - When a word ends in - 'our' change this to - 'or' before adding -'ous' or- 'ate', eg. humour, humorist, humorous When a word has more than one syllable and the final syllable is not accented, then the final consonant is not doubled before adding a suffix, eg. whisper, whispered; encounter, encountering Assessment - South Australian Spelling test resources Spelling rule - When a word ends in - 'our' change this to - 'or' before adding -'ous' or- 'ate', eg. humour, humorist, humorous When a word has more than one syllable and the final syllable is not accented, then the final consonant is not doubled before adding a suffix, eg. whisper, whispered; encounter, encountering Assessment - South Australian Spelling test
Handwriting	ph, mb Consistently uses correct posture when both handwriting and typing resources ph, mb Consistently uses correct posture when both handwriting and typing	ph, mb Consistently uses correct posture when both handwriting and typing resources ph, mb Consistently uses correct posture when both handwriting and typing	Optional joins for common letter clusters Digraphs - aw, ay, oa, ou, ow Consistently uses correct posture when both handwriting and typing resources Optional joins for common letter clusters Digraphs - aw, ay, oa, ou, ow Consistently uses correct posture when both handwriting and typing	Optional joins for common letter clusters Digraphs - aw, ay, oa, ou, ow Consistently uses correct posture when both handwriting and typing resources Optional joins for common letter clusters Digraphs - aw, ay, oa, ou, ow Consistently uses correct posture when both handwriting and typing

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