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Term 4 Week 1

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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	Identifies purpose of oral explanation Uses a comment or a question to expand on an idea in a class discussion resources Identifies purpose of oral explanation Uses a comment or a question to expand on an idea in a class discussion	Recognises main organisational structure and key language features of spoken explanations Participates in discussion and retelling resources Recognises main organisational structure and key language features of spoken explanations Participates in discussion and retelling	Identifies and uses the organisational structure and key features of spoken explanations Participates in discussion and retelling resources Identifies and uses the organisational structure and key features of spoken explanations Participates in discussion and retelling
Reading & Comprehension	Monitoring - students stop and think about the text and know what to do when meaning is disrupted Uses illustrations to assist in meaning of reading resources Monitoring - students stop and think about the text and know what to do when meaning is disrupted Uses illustrations to assist in meaning of reading	Monitoring - students stop and think about the text and know what to do when meaning is disrupted Clusters, categorises ideas and facts following the reading of texts resources Monitoring - students stop and think about the text and know what to do when meaning is disrupted Clusters, categorises ideas and facts following the reading of texts	Monitoring - students stop and think about the text and know what to do when meaning is disrupted Uses variety of word identification strategies resources Monitoring - students stop and think about the text and know what to do when meaning is disrupted Uses variety of word identification strategies	Monitoring - students stop and think about the text and know what to do when meaning is disrupted Uses text layout to access information resources Monitoring - students stop and think about the text and know what to do when meaning is disrupted Uses text layout to access information
Writing	Model explanation text Writes a single sentence observation Uses some technical language resources Model explanation text Writes a single sentence observation Uses some technical language	Model explanation text States the purpose and intended reader before writing and explanation Uses some technical language resources Model explanation text States the purpose and intended reader before writing and explanation Uses some technical language	Modelled and guided writing of explanation text Understands purpose and stages of the organisation of an explanation, including general statement about the phenomenon, explanation, conclusion resources Modelled and guided writing of explanation text Understands purpose and stages of the organisation of an explanation, including general statement about the phenomenon, explanation, conclusion	Modelled and guided writing of explanation text Considers an audience's likely knowledge of a topic and provides helpful explanations or definitions, eg. glossary resources Modelled and guided writing of explanation text Considers an audience's likely knowledge of a topic and provides helpful explanations or definitions, eg. glossary
Grammar	Complex sentences Conjunctions resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=405">Complex sentences</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a>	Complex sentences Conjunctions resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=405">Complex sentences</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a>	Complex sentences Conjunctions Connectives resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=405">Complex sentences</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=403">Connectives</a>	Complex sentences Conjunctions Connectives resources <a href="http://bigscrubliteracy.nsw.edu.au//item?p=405">Complex sentences</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=397">Conjunctions</a> <a href="http://bigscrubliteracy.nsw.edu.au//item?p=403">Connectives</a>
Spelling & Sounds	scr, spl, spr, str Breaks words into syllables resources scr, spl, spr, str Breaks words into syllables	Sounds - scr, spl, spr, str Spelling rule - for the 'k' sound followed by a vowel at the beginning of words, use a 'k', if the vowel following is either 'e' or 'i', otherwise use 'c', eg. catch, kept, kit, cot, cut resources Sounds - scr, spl, spr, str Spelling rule - for the 'k' sound followed by a vowel at the beginning of words, use a 'k', if the vowel following is either 'e' or 'i', otherwise use 'c', eg. catch, kept, kit, cot, cut	Spelling rule - When a word has more than one syllable and the final syllable contains two vowels, then the final consonant is not doubled before adding a suffix, eg. appear, appeared, complain, complained resources Spelling rule - When a word has more than one syllable and the final syllable contains two vowels, then the final consonant is not doubled before adding a suffix, eg. appear, appeared, complain, complained	Spelling rule - When a word has more than one syllable and the final syllable contains two vowels, then the final consonant is not doubled before adding a suffix, eg. appear, appeared, complain, complained resources Spelling rule - When a word has more than one syllable and the final syllable contains two vowels, then the final consonant is not doubled before adding a suffix, eg. appear, appeared, complain, complained
Handwriting	scr, spl 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 at the bottom resources scr, spl 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 at the bottom	scr, spl, spr, str 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 at the bottom resources scr, spl, spr, str 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 at the bottom	Joining to and from small letters a - man, fat, yap b - able, tb, yb, bun Consistent and correct letter formation in NSW Foundation style print resources Joining to and from small letters a - man, fat, yap b - able, tb, yb, bun Consistent and correct letter formation in NSW Foundation style print	Joining to and from small letters a - man, fat, yap b - able, tb, yb, bun Consistent and correct letter formation in NSW Foundation style print resources Joining to and from small letters a - man, fat, yap b - able, tb, yb, bun Consistent and correct letter formation in NSW Foundation style print

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