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Term 3 Week 9

Term 3 Week 9 »

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	Early Stage 1	Stage 1	Stage 2	Stage 3
Talking & Listening	Orally recall and produce own orientation, complication and resolution Understands a complication represents a problem to be solved, introduces tension and requires a response Include descriptions of characters Include sufficient information for story to be followed easily Enjoys videos of stories or plays resources Orally recall and produce own orientation, complication and resolution Understands a complication represents a problem to be solved, introduces tension and requires a response Include descriptions of characters Include sufficient information for story to be followed easily Enjoys videos of stories or plays	Locates and manipulates orientation, complication and resolution Understands a complication represents a problem to be solved, introduces tension and requires a response Include descriptions of characters and settings Enjoys videos of stories or plays resources Locates and manipulates orientation, complication and resolution Understands a complication represents a problem to be solved, introduces tension and requires a response Include descriptions of characters and settings Enjoys videos of stories or plays	Uses main organisational structure of narrative when retelling or telling a story Include descriptions of characters and settings Include character's motives, feelings, thoughts and behaviours Enjoys videos of stories or plays resources Uses main organisational structure of narrative when retelling or telling a story Include descriptions of characters and settings Include character's motives, feelings, thoughts and behaviours Enjoys videos of stories or plays	uses main organisational structure of narrative when retelling or telling a story Include character's motives, feelings, thoughts and behaviours Identifies themes in narratives such as good v's evil, strong v's weak Enjoys videos of stories or plays resources uses main organisational structure of narrative when retelling or telling a story Include character's motives, feelings, thoughts and behaviours Identifies themes in narratives such as good v's evil, strong v's weak Enjoys videos of stories or plays
Reading & Comprehension	Create a mental image of a character after shared reading of a text Recognises words related to current narrative Recognises variety of print and words around the class environment resources Create a mental image of a character after shared reading of a text Recognises words related to current narrative Recognises variety of print and words around the class environment	Using visual and mental images of a character, describe character behaviour Identify how character behaviour can change during the orientation, complication and resolution Blends word endings and beginning to work out unknown words resources Using visual and mental images of a character, describe character behaviour Identify how character behaviour can change during the orientation, complication and resolution Blends word endings and beginning to work out unknown words	Summarise the main theme of the story Include how it is connected to the world beyond Recognises recurring character types and their traits Reads two and three syllable words including contractions resources Summarise the main theme of the story Include how it is connected to the world beyond Recognises recurring character types and their traits Reads two and three syllable words including contractions	Identify variety of ways to summarise the main themes of the story including list, mind map, note taking, annotations etc. Discusses how people from different socio cultural or minority groups or people in particular roles are represented in texts and whether these representation are accurate, fair, stereotypical resources Identify variety of ways to summarise the main themes of the story including list, mind map, note taking, annotations etc. Discusses how people from different socio cultural or minority groups or people in particular roles are represented in texts and whether these representation are accurate, fair, stereotypical
Writing	Guided construction of a simple sentence, with a clear meaning that can form part of a narrative Writes from left to right, self corrects spelling and punctuation, uses spelling strategies and reads back sentence resources Guided construction of a simple sentence, with a clear meaning that can form part of a narrative Writes from left to right, self corrects spelling and punctuation, uses spelling strategies and reads back sentence	Independently write own narrative Include basic structure and language features ie. orientation, complication and resolution and descriptive language for characters and setting resources Independently write own narrative Include basic structure and language features ie. orientation, complication and resolution and descriptive language for characters and setting	Independently write own narrative including planning Include basic structure and language features ie. orientation, complication and resolution and descriptive language for characters and setting resources Independently write own narrative including planning Include basic structure and language features ie. orientation, complication and resolution and descriptive language for characters and setting	Independently write own narrative including planning Include basic structure and language features ie. orientation, complication and resolution and descriptive language for characters and setting resources Independently write own narrative including planning Include basic structure and language features ie. orientation, complication and resolution and descriptive language for characters and setting
Grammar	Alliteration resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=716">Alliteration</a>	Alliteration Onomatopoeia resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=716">Alliteration</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1090">Onomatopoeia</a>	Alliteration Onomatopoeia resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=716">Alliteration</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1090">Onomatopoeia</a>	Alliteration Onomatopoeia resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=716">Alliteration</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=1090">Onomatopoeia</a>
Spelling & Sounds	ix, ox, ax resources ix, ox, ax	Sounds - ix, ox, ax Spelling rule - Etymology - semi (half) When a word ends in -'e', drop the - 'e' before adding -'ing', eg. create, creating; practise, practising resources Sounds - ix, ox, ax Spelling rule - Etymology - semi (half) When a word ends in -'e', drop the - 'e' before adding -'ing', eg. create, creating; practise, practising	Spelling rule - Etymology - semi (half) Etymology - deca (10) Etymology - ambi (both) When a word ends in -'e', drop the - 'e' before adding -'ing', eg. create, creating; practise, practising resources Spelling rule - Etymology - semi (half) Etymology - deca (10) Etymology - ambi (both) When a word ends in -'e', drop the - 'e' before adding -'ing', eg. create, creating; practise, practising	Spelling rule - Etymology - semi (half) Etymology - deca (10) Etymology - ambi (both) 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 resources Spelling rule - Etymology - semi (half) Etymology - deca (10) Etymology - ambi (both) 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
Handwriting	ix, ox, ax Consistently uses correct posture when both handwriting and typing resources ix, ox, ax Consistently uses correct posture when both handwriting and typing	ix, ox, ax Consistently uses correct posture when both handwriting and typing resources ix, ox, ax Consistently uses correct posture when both handwriting and typing	Optional joins for common letter clusters Prefixes and suffixes - anti, con, extra, un, es Consistently uses correct posture when both handwriting and typing resources Optional joins for common letter clusters Prefixes and suffixes - anti, con, extra, un, es Consistently uses correct posture when both handwriting and typing	Optional joins for common letter clusters Prefixes and suffixes - anti, con, extra, un, es Consistently uses correct posture when both handwriting and typing resources Optional joins for common letter clusters Prefixes and suffixes - anti, con, extra, un, es Consistently uses correct posture when both handwriting and typing

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