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Term 4 Week 2

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Attempts to explain how to why things happen and/or work Retells an explanation using appropriate word order resources Attempts to explain how to why things happen and/or work Retells an explanation using appropriate word order	Groups information logically in an oral explanation Articulates words when participating in a class discussion resources Groups information logically in an oral explanation Articulates words when participating in a class discussion	Understands the need to supply reasons when giving an explanation to tell how or why something occurs Supports reasons with factual information resources Understands the need to supply reasons when giving an explanation to tell how or why something occurs Supports reasons with factual information	Rehearses and modifies and explanation before presenting it to peers or the class Speaks clearly and with articulation resources Rehearses and modifies and explanation before presenting it to peers or the class Speaks clearly and with articulation
Reading & Comprehension	Summarising - learners identify and accumulate the most important ideas and restate them in their own words Identifies the purpose of a factual text resources Summarising - learners identify and accumulate the most important ideas and restate them in their own words Identifies the purpose of a factual text	Summarising - learners identify and accumulate the most important ideas and restate them in their own words Distinguishes between fact and opinion resources Summarising - learners identify and accumulate the most important ideas and restate them in their own words Distinguishes between fact and opinion	Summarising - learners identify and accumulate the most important ideas and restate them in their own words Identifies quoted and reported speech and discusses its use resources Summarising - learners identify and accumulate the most important ideas and restate them in their own words Identifies quoted and reported speech and discusses its use	Summarising - learners identify and accumulate the most important ideas and restate them in their own words Adjusts reading strategies by scanning information in explanations resources Summarising - learners identify and accumulate the most important ideas and restate them in their own words Adjusts reading strategies by scanning information in explanations
Writing	Guided writing of an explanation Recognises a simple explanation text Recognises texts can be produced using a range of media Recognises texts are produced for a variety of audiences Assessment task - work sample resources Guided writing of an explanation Recognises a simple explanation text Recognises texts can be produced using a range of media Recognises texts are produced for a variety of audiences Assessment task - work sample	Independent writing of explanation Discusses function of different parts of stages of an explanation Puts summary of chosen explanation into own writing Assessment task - work sample resources Independent writing of explanation Discusses function of different parts of stages of an explanation Puts summary of chosen explanation into own writing Assessment task - work sample	Independent writing of explanation Uses other texts as models for aspects of writing own explanations, such as text organisation, grouping of information under headings Assessment task - work sample resources Independent writing of explanation Uses other texts as models for aspects of writing own explanations, such as text organisation, grouping of information under headings Assessment task - work sample	Independent writing of explanation Writings explanations that are sequential, causal Chooses appropriate graphics and adds to text where relevant Assessment task - work sample resources Independent writing of explanation Writings explanations that are sequential, causal Chooses appropriate graphics and adds to text where relevant Assessment task - work sample
Grammar	Compound words resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1100">Compound words</a>	Compound words resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1100">Compound words</a>	Compound words Prefixes resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1100">Compound words</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=639">Prefixes</a>	Compound words Prefixes Word origins resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1100">Compound words</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=639">Prefixes</a> Word origins
Spelling & Sounds	e, oo, ow Breaks words into syllables and recognises every syllable has a vowel resources e, oo, ow Breaks words into syllables and recognises every syllable has a vowel	Sounds - ie, oo, ow Spelling rule - %u2018t%u2019 is used instead of %u2018ed%u2019 when writing the past tense of some words, eg. sweep - swept keep - kept resources Sounds - ie, oo, ow Spelling rule - %u2018t%u2019 is used instead of %u2018ed%u2019 when writing the past tense of some words, eg. sweep - swept keep - kept	Spelling rule - In some words, instead of adding 'ed' for the past tense, a change is made in the spelling of the word, eg. lead, led; take, took; buy, bought resources Spelling rule - In some words, instead of adding 'ed' for the past tense, a change is made in the spelling of the word, eg. lead, led; take, took; buy, bought	Spelling rule - In some words, instead of adding 'ed' for the past tense, a change is made in the spelling of the word, eg. lead, led; take, took; buy, bought resources Spelling rule - In some words, instead of adding 'ed' for the past tense, a change is made in the spelling of the word, eg. lead, led; take, took; buy, bought
Handwriting	ie, oo Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start at the middle) and know that no letters starts at the bottom resources ie, oo Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start at the middle) and know that no letters starts at the bottom	ie, oo Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start at the middle) and know that no letters starts at the bottom resources ie, oo Start from the top of every upper case letter, lower case letter and number, except 'd' and 'e' (which start at the middle) and know that no letters starts at the bottom	Joining to and from small letters c - ace, fc, yc, act d - add, yd, den, dim, dt e - net, ten, fen, ye, ee Consistent and correct letter formation in NSW foundation style print resources Joining to and from small letters c - ace, fc, yc, act d - add, yd, den, dim, dt e - net, ten, fen, ye, ee Consistent and correct letter formation in NSW foundation style print	Joining to and from small letters c - ace, fc, yc, act d - add, yd, den, dim, dt e - net, ten, fen, ye, ee Consistent and correct letter formation in NSW foundation style print resources Joining to and from small letters c - ace, fc, yc, act d - add, yd, den, dim, dt e - net, ten, fen, ye, ee Consistent and correct letter formation in NSW foundation style print

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