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Term 2 Week 6

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Asks questions to find out how things work or why events happen Understands the difference between a question and a statement resources Asks questions to find out how things work or why events happen Understands the difference between a question and a statement	In a group, discusses causes of a topical or familiar phenomenon Uses a comment or a question to expand on an idea in a class discussion resources In a group, discusses causes of a topical or familiar phenomenon Uses a comment or a question to expand on an idea in a class discussion	Draws on current knowledge to hypothesise or relate information in sequence Participates in discussion and retelling resources Draws on current knowledge to hypothesise or relate information in sequence Participates in discussion and retelling	Explains familiar phenomena with more technical terminology and complex ideas Participates in discussion and retelling resources Explains familiar phenomena with more technical terminology and complex ideas Participates in discussion and retelling
Reading & Comprehension	Identifies the stages of an explanation text Identifies the purpose of a factual text resources Identifies the stages of an explanation text Identifies the purpose of a factual text	Compares personal knowledge and experience with information gained from explanations Distinguishes between fact and opinion resources Compares personal knowledge and experience with information gained from explanations Distinguishes between fact and opinion	Retells and discusses interpretation of explanations read or viewed, with attention to main ideas and supporting details Distinguishes between fact and opinion resources Retells and discusses interpretation of explanations read or viewed, with attention to main ideas and supporting details Distinguishes between fact and opinion	Adjusts reading strategies by scanning information in explanations, looking for keys or symbols when reading a diagram or examining pictures resources Adjusts reading strategies by scanning information in explanations, looking for keys or symbols when reading a diagram or examining pictures
Writing	Makes contributions to jointly constructed explanation texts Recognises texts can be produced using a range of media resources Makes contributions to jointly constructed explanation texts Recognises texts can be produced using a range of media	Jointly construct explanation text Examines models of explanation, eg. poster, project, big book Recognises texts can be produced using a range of media resources Jointly construct explanation text Examines models of explanation, eg. poster, project, big book Recognises texts can be produced using a range of media	Jointly constructs explanation text Uses some effective planning strategies when writing explanations, such as drawing a diagram resources Jointly constructs explanation text Uses some effective planning strategies when writing explanations, such as drawing a diagram	Records information from at least one source before writing an explanation Chooses appropriate graphics by using diagrams, charts, maps, graphs, illustrations where relevant to text resources Records information from at least one source before writing an explanation Chooses appropriate graphics by using diagrams, charts, maps, graphs, illustrations where relevant to text
Grammar	Conjunctions Recognising a conjunction in a complex sentence Uses joining words to combine groups of words in a sentence resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a> Recognising a conjunction in a complex sentence Uses joining words to combine groups of words in a sentence	Conjunctions Recognises and uses a variety of conjunctions Using conjunctions to create a complex sentence resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a> Recognises and uses a variety of conjunctions Using conjunctions to create a complex sentence	Conjunctions of time and cause eg. so, if, but, because Combines clauses by using a variety of conjunctions eg. when, because resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a> of time and cause eg. so, if, but, because Combines clauses by using a variety of conjunctions eg. when, because	Conjunctions of time and cause eg. so, if, but, because Uses a variety of conjunctions and connectives to connect groups of words and clauses resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a> of time and cause eg. so, if, but, because Uses a variety of conjunctions and <a href="http://bigscrubliteracy.nsw.edu.au//item?p=403">connectives</a> to connect groups of words and clauses
Spelling & Sounds	st, sp, sn Initial consonant blends resources st, sp, sn Initial consonant blends	Sounds - st, sp, sn Initial consonant blends Spelling rule - When a word ends in 'e', drop the 'e' before adding 'ing' eg. create, creating; practise, practising resources Sounds - st, sp, sn Initial consonant blends Spelling rule - When a word ends in 'e', drop the 'e' before adding 'ing' eg. create, creating; practise, practising	Spelling rule - To add a consonant ending to a word ending in 'e', just add the ending, but to add a vowel ending to a word ending in 'e', drop the 'e' before adding the ending, eg. sideways, priceless, arriving, placing, pleasing, lately resources Spelling rule - To add a consonant ending to a word ending in 'e', just add the ending, but to add a vowel ending to a word ending in 'e', drop the 'e' before adding the ending, eg. sideways, priceless, arriving, placing, pleasing, lately	Spelling rule - To add a consonant ending to a word ending in 'e', just add the ending, but to add a vowel ending to a word ending in 'e', drop the 'e' before adding the ending, eg. sideways, priceless, arriving, placing, pleasing, lately resources Spelling rule - To add a consonant ending to a word ending in 'e', just add the ending, but to add a vowel ending to a word ending in 'e', drop the 'e' before adding the ending, eg. sideways, priceless, arriving, placing, pleasing, lately
Handwriting	Ss, Nn, Pp 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 letter starts from the bottom resources Ss, Nn, Pp 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 letter starts from the bottom	Ss, Nn, Pp 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 letter starts from the bottom resources Ss, Nn, Pp 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 letter starts from the bottom	Letter finishes and optional joins Letters which are not easy to join ye, jo, gu, so, bu resources Letter finishes and optional joins Letters which are not easy to join ye, jo, gu, so, bu	Letter finishes and optional joins Letters which are not easy to join ye, jo, gu, so, bu resources Letter finishes and optional joins Letters which are not easy to join ye, jo, gu, so, bu

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