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Term 3 Week 6

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Talks to whole class about a factual topic Practises clear articulation Listens while others present and asks relevant questions resources Talks to whole class about a factual topic Practises clear articulation Listens while others present and asks relevant questions	Talks to whole class about a factual topic Attempts to use suitable, subject specific vocabulary for a topic Identifies language used to describe Recognises familiar objects of people from a description resources Talks to whole class about a factual topic Attempts to use suitable, subject specific vocabulary for a topic Identifies language used to describe Recognises familiar objects of people from a description	Plans, rehearses and modifies a spoken information report before presenting it to peers, eg. reorder descriptions, changes general statements Is aware how gesture and facial expression may show interest or lack of, on the part of the listener and how this may change between cultures resources Plans, rehearses and modifies a spoken information report before presenting it to peers, eg. reorder descriptions, changes general statements Is aware how gesture and facial expression may show interest or lack of, on the part of the listener and how this may change between cultures	Plans, rehearses and modifies a spoken information report before presenting it t peers, eg. reorders descriptions, changes general statement Uses quotations, similes and technical vocabulary to enhance communication Listens to an oral presentation and summarises main points resources Plans, rehearses and modifies a spoken information report before presenting it t peers, eg. reorders descriptions, changes general statement Uses quotations, similes and technical vocabulary to enhance communication Listens to an oral presentation and summarises main points
Reading & Comprehension	Predict topic of information report texts by looking at title, cover and illustrations Record predictions to use as a resource during shared reading of text Compare predictions to actual text resources Predict topic of information report texts by looking at title, cover and illustrations Record predictions to use as a resource during shared reading of text Compare predictions to actual text	Summarises main ideas and significant details from reading or listening to a text Interprets information from text Uses variety of reading strategies to identify unknown words resources Summarises main ideas and significant details from reading or listening to a text Interprets information from text Uses variety of reading strategies to identify unknown words	Identify technical terms in texts Summarises main ideas and significant details from reading or listening to a text Uses variety of reading strategies to identify technical language resources Identify technical terms in texts Summarises main ideas and significant details from reading or listening to a text Uses variety of reading strategies to identify technical language	Identify technical terms in texts Summarises main ideas and significant details from reading or listening to a text using technical language Uses variety of reading strategies to identify technical language resources Identify technical terms in texts Summarises main ideas and significant details from reading or listening to a text using technical language Uses variety of reading strategies to identify technical language
Writing	Jointly construct information report Self corrects work that does not look right Consistently writes from left to right of page using letters of similar size Consistently comes down to a new line at appropriate time when writing resources Jointly construct information report Self corrects work that does not look right Consistently writes from left to right of page using letters of similar size Consistently comes down to a new line at appropriate time when writing	Independent writing of an information report Assessment task - Work Sample resources Independent writing of an information report Assessment task - Work Sample	Independent writing of an information report Assessment task - Work Sample resources Independent writing of an information report Assessment task - Work Sample	Independent writing, editing and publishing of an information report Assessment task - Work Sample resources Independent writing, editing and publishing of an information report Assessment task - Work Sample
Grammar	Understand what name/label means Writing longer sentences grammatically correct resources Understand what name/label means Writing longer sentences grammatically correct	Abbreviation Apostrophe Parentheses resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1049">Abbreviation</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=745">Apostrophe</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1054">Parentheses</a>	Abbreviation Apostrophe Parentheses resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1049">Abbreviation</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=745">Apostrophe</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1054">Parentheses</a>	Abbreviation Apostrophe Parentheses resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1049">Abbreviation</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=745">Apostrophe</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1054">Parentheses</a>
Spelling & Sounds	Sounds - are, ear Spelling - Finding little words in big words resources Sounds - are, ear Spelling - Finding little words in big words	Sounds - are, ear 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 - are, ear 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	are, ear Types simple sentences resources are, ear Types simple sentences	are, ear Types texts resources are, ear Types texts	Optional joins for common letter clusters Digraphs ar, ee, er, or, ch Touch types texts resources Optional joins for common letter clusters Digraphs ar, ee, er, or, ch Touch types texts	Optional joins for common letter clusters Digraphs ar, ee, er, or, ch Touch types texts resources Optional joins for common letter clusters Digraphs ar, ee, er, or, ch Touch types texts

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