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Page 1: Continuum Threads

Curriculum Support Documents: http://www.curriculumsupport.education.nsw.gov.au/literacy/

Thanks to Gayle Pinn of Yerong Creek Public School who provided the initial continuum threads that have been used in this Google Spreadsheet.

Page 2: Continuum Threads

http://www.curriculumsupport.education.nsw.gov.au/literacy/

Thanks to Gayle Pinn of Yerong Creek Public School who provided the initial continuum threads that have

Page 3: Continuum Threads

2nd Cluster 3rd ClusterReading

Texts1st Cluster

Prior to School4th Cluster

End of KindySelf Monitoring

and Fluency* Spends time looking at books and

* Reads some words in a sentence correctly. [Best

* Reads one or more sentences correctly in a

* Pauses or hesitates when meaning is Independent

Reading* Engages in shared reading of familiar

* Reads one or two words in environmental

* Reads one or more sentences correctly in

* Reads all or most of a more challenging Word

Identification* Recognises own name.

* Reads some high frequency words correctly

* Reads words using known letter/sound Skimming

and ScanningReads aloud with increasingly appropriate

Reading and Viewing

TextsTells a story based on pictures or

* Holds a book the right way up. [Best Start]

Uses context to predict meaning in texts and

Page 4: Continuum Threads

5th Cluster 7th Cluster6th Cluster

End of Year 18th Cluster

End of Year 29th Cluster

End of Year 3* Demonstrates increased fluency by recognising

* Self-corrects when meaning is disrupted, e.g.

* Automatically integrates a range of information,

* Independently monitors own reading by using a * Reads texts with varied

sentence patterns and * Reads increasingly complex texts with less

* Reads for sustained periods (15–20 minutes) * Selects and uses the most effective word Reads fluently and

accurately with attention Reads aloud with fluency and phrasing, adjusting

Responds to punctuation and adjusts expression to

Demonstrates an awareness of how to use Understands that

pathways for reading * Understands text features such as

Reads texts in different ways to meet a range of

* Makes use of visual representations, e.g.

Page 5: Continuum Threads

10th ClusterEnd of Year 4

11th ClusterEnd of Year 5

12th ClusterEnd of Year 6

13th ClusterEnd of Year 7

14th ClusterEnd of Year 8

* Adjusts rate of reading to suit text complexity and

* Monitors reading for accuracy and meaning

* Reads more demanding subject texts that have

* Adjusts reading rate appropriate to subject * Reads short novels with

minimal illustration, * Reads for sustained periods (20–30 minutes)

* Reads increasingly longer novels and subject

* Reads for sustained periods (30+ minutes) and

* Reads a wide range of increasingly complex * Uses more sophisticated

word identification * Manipulates multiple texts that include a variety

* Applies technical vocabulary and content Chooses a reading path

appropriate to the text Uses text navigation skills such as skimming and

Confidently adjusts the chosen reading/viewing

Selects and reads texts in ways that best meet

Identifies multiple purposes for which texts Confidently engages with

a wide range of authentic Reads, views and uses a wide variety of literary and

Uses multiple reading pathways in a range of

Selects suitable reading pathways to engage with

Page 6: Continuum Threads
Page 7: Continuum Threads

Comprehension2nd Cluster 3rd Cluster

VisualPurpose

Inference

Point of View

Text Features

1st ClusterPrior to School

4th ClusterEnd of Kindy

Responding to Text

Responds to overall meaning in literary and Builds meaning in

factual texts by using

Comparing Texts

Begins to understand inferred meaning. [Best

Interprets meaning by answering an inferential Summarising

/RetellRetells some events in familiar stories.

Gives an unprompted sequenced retell of a

* Builds understandings of a topic by identifying

Making Connections

Responds to stories read aloud/viewed by

Constructs meaning from texts by making Cause and

EffectComparing Texts

Characterisation

Analyses and evaluates a character's actions or Skimming

and ScanningBackground KnowledgeMaking Predictions

Page 8: Continuum Threads

5th Cluster 7th Cluster6th ClusterEnd of Year 1

8th ClusterEnd of Year 2

9th ClusterEnd of Year 3

Analyses and evaluates how visual images

Creates mental images to capture ideas in

Builds understanding by interpreting and

Interprets texts by recognising and Retells and responds to

incidents from a Articulates the main idea and provides a

Identifies and interprets main ideas and Responds to and

analyses a text by Identifies more than one perspective or point

Shows awareness through discussion that Shows awareness that

information about one Builds understanding about the meaning of a Builds understanding during reading by Analyses the ways ideas and information Builds understanding of

how media texts can be Builds understanding of a text by using

* Analyses a text by discussing visual, aural Responds to questions

about a character's Analyses and evaluates a character's Interprets information in

factual texts, e.g. using Interprets and responds to texts by skimming

Draws conclusions by using clues in a text.Responds to texts by

referring to prior Refers to prior knowledge and Justifies predictions about sections of a text.

Page 9: Continuum Threads

10th ClusterEnd of Year 4

11th ClusterEnd of Year 5

12th ClusterEnd of Year 6

13th ClusterEnd of Year 7

14th ClusterEnd of Year 8

* Evaluates a personal interpretation of a text by

Reinterprets ideas and issues by creating

Explores, analyses and responds to ideas in

Compares own opinions and interpretations of Analyses and evaluates

the impact of visual * Analyses and evaluates how texts are shaped by

Identifies and evalulates ways in which authors use Analyses and evaluates

how written information * Compares and contrasts different values and Responds to and

interprets texts by Analyses and evaluates the ways that inference is

Interprets and critically analyses texts by

Identifies and infers the meaning of imagery and

Makes bridging inferences by linking pronouns, Analyses and evaluates

the relative importance Critically analyses and interprets a text to create

Interprets and analyses several different texts on Identifies ways texts

present different Responds to themes and issues evident in texts

* Explains how texts can be interpreted from a

* Interprets and responds to points of view in texts * Interprets the meaning

of a text by seeking Locates and synthesizes information to draw Interprets text by

inferring connections, Evaluates text accuracy and credibility by

* Analyses texts to explain and compare how

Critically analyses a wide range of imaginative, Responds to and

analyses texts by Analyses and responds to language and

Page 10: Continuum Threads
Page 11: Continuum Threads

2nd Cluster 3rd Cluster

Synonyms

Word Choice

Vocabulary Knowledge

1st ClusterPrior to School

4th ClusterEnd of Kindy

Word meaning

Shows curiosity about words and their

* Knows the meaning of, and when speaking,

Identifies unfamiliar words and attempts to

* Knows the meaning of commonly used Specialised

vocabularyKnows and uses some subject-specific words

Begins to use topic words when speaking

Word building

Develops beginning understandings about Knows and uses a

range of everyday Begins to expand the vocabulary used to

associated with

electronic Names some basic parts of a computer, Authoratative

Resources

Page 12: Continuum Threads

5th Cluster 7th Cluster6th ClusterEnd of Year 1

8th ClusterEnd of Year 2

9th ClusterEnd of Year 3

Understands that changing words in a

Knows the meaning of commonly used words

Draws on topic/content knowledge to assist in

Draws on topic/content knowledge to assist in Uses knowledge and

understanding of topic Demonstrates awareness that some

Uses knowledge developed about word

Recognises that different words can be

Recognises that different words can be Applies knowledge of

base words to build Uses knowledge developed about word * Demonstrates the

use of more precise Shows beginning understanding of the

* Shows evidence of capacity to improve

* Shows evidence of capacity to improve Accurately uses a

range of basic Understands relevant vocabulary associated

Understands relevant vocabulary associated Independently uses a

range of classroom Uses a simple dictionary to check

Page 13: Continuum Threads

10th ClusterEnd of Year 4

11th ClusterEnd of Year 5

12th ClusterEnd of Year 6

13th ClusterEnd of Year 7

14th ClusterEnd of Year 8

* Demonstrates understanding that

Demonstrates understanding of new

Draws on knowledge of word origins to work

* Applies knowledge of root words and word

Applies knowledge of non-English words to Increasingly uses

appropriate content Uses technical vocabulary to explain a

Uses specialised vocabulary for subject Uses new words for

known concepts, e.g. Demonstrates an understanding of Applies knowledge of

prefixes and suffixes to * Makes effective word choices in response to

* Selects appropriate vocabulary in response

Demonstrates deliberate choice of Accurately uses the

vocabulary associated Finds the meaning of unknown/unfamiliar

Page 14: Continuum Threads
Page 15: Continuum Threads

2nd Cluster 3rd Cluster

GrammarSpelling

PunctuationSentences

Handwriting Attempts to form some letters.

Publishing

Aspects of Writing

1st ClusterPrior to School

4th ClusterEnd of Kindy

Text Structure

* Engages in writing-like behaviour using

* Clear attempt to write name (may not be correct spelling).

* Writes first name correctly. [Best Start]

* Writes one or more simple sentences, some Audience and

PurposeTalks about intended ˜writing" before attempting to ˜write".

Talks about the audience and purpose for texts Language

FeaturesBegins to develop a simple writing vocabulary, Points of

ViewProof-reading and Editing

Reads own text aloud to check that it makes sense Uses simple noun groups

and adverbial phrases Uses simple pronoun references.Vocalises words to

approximate spelling.Attempts to spell high frequency words that

Writes a recognisable sentence, words may not

Produces some compound sentences

Holds a pencil or crayon effectively to

Begins to demonstrate understanding of pencil

* Forms most letters correctly.Using

Resources

Electronic Media

Experiments with computer mouse and keyboard.

Experiments with creating simple texts on the

With support, uses computer software

Page 16: Continuum Threads

5th Cluster 7th Cluster6th ClusterEnd of Year 1

8th ClusterEnd of Year 2

9th ClusterEnd of Year 3

* Draws on personal experiences and topic

* Creates longer texts supported by visual

* Plans texts by making notes, drawing diagrams,

* Creates longer texts (at least one page) that

Constructs well-sequenced imaginative, States purpose and

intended audience before Writes for a wider range of purposes, including to

* Constructs well-sequenced imaginative, Selects vocabulary and

phrases modelled by the Begins to use text features such as headings

Rereads own text to clarify meaning and make

Demonstrates elementary proof-reading and editing,

Writing shows evidence of revision, editing and

Rereads texts during and after writing to check Uses a range of

adjectives to provide more Includes different types of verbs using appropriate Accurately spells an

increasing number of high * Spells words with regular spelling patterns

Demonstrates a range of spelling strategies to spell

Uses a variety of spelling strategies to spell high Uses sentence

punctuation and some Uses simple punctuation, e.g. full stops,

Uses contraction apostrophes and capitals

Uses quotation marks for direct speech and Accurately writes simple

and compound sentences.Experiments with using some complex sentences

Produces a range of grammatically accurate Writes lower/upper case

letters of consistent size Uses a refined pencil grip, correct posture and paper

Fluently writes letters of consistent size and

Uses joined letters of consistent size.

Experiments with producing/publishing texts Uses computer functions

to edit texts.Uses a computer to produce texts with

* Uses simple word processing functions such

Page 17: Continuum Threads

10th ClusterEnd of Year 4

11th ClusterEnd of Year 5

12th ClusterEnd of Year 6

13th ClusterEnd of Year 7

14th ClusterEnd of Year 8

Draws ideas from personal experiences,

* Writes coherent, structured texts for a

* Writes sustained texts for a wide range of

* Creates well structured and sequenced texts for

Creates texts that incorporate substantial, Draws ideas from

personal experiences, Writes coherent, structured texts for a

Makes choices about the type and form of texts,

Chooses aspects and combinations of texts to

Tailors writing in response to audience, purpose and Selects appropriate

language for purpose, e.g. * Selects some sophisticated and subtle

* Makes deliberate language choices for Shows awareness of the

need to justify opinions Identifies and explores different perspectives and Rereads and revises text

to check and improve Refines writing in response to feedback.

Critically reflects on effectiveness of

Uses a range of editing strategies to improve

Uses, monitors and reflects on planning

Uses morphemic, visual, phonic knowledge and

Applies knowledge of generalisations, meanings

Integrates a range of spelling strategies and

Self-regulates spelling and applies spelling Uses sentence and

simple punctuation Experiments with using complex punctuation to

Uses a range of punctuation to enhance

* Uses correct and appropriate punctuation to

Uses a range of complex punctuation to support Creates meaningful

sentences using a variety Uses topic sentences and appropriately organises

Makes sentence level choices (e.g. short

Intentionally constructs a variety of sentence types

Selects sophisticated grammatical structures to Consolidates handwriting

that is consistent in formWrites fluently with appropriate size, slope

Uses legible, fluent handwriting styleLocates resources and

accesses information Shows awareness of accurately acknowledging

Correctly references resources.Plans and designs more

complex multi modal Uses visuals to extend or clarify meaning, selects

Creates texts with appropriate design, layout

Creates and manipulates texts that integrate Uses word processing

programs confidently and

Page 18: Continuum Threads
Page 19: Continuum Threads

2nd Cluster 3rd Cluster

SpeechQuestions

Text FeaturesPoint of View

Aspects of Speaking

1st ClusterPrior to School

4th ClusterEnd of KindyOral

Presentations

* Engages in simple conversations with peers

* Names a favourite character from a story that has been read.

* Uses some extended sentences when

* Makes brief oral presentations to the class.Says some words

correctly, speech is Articulates most speech sounds (exceptions could be: /l/, /sh/,

Articulates most speech sounds (exceptions could Asks relevant questions using correct word order Listening

SkillsListens and responds to simple oral questions,

Listens to and accurately relays simple messages.

Listens and responds to literary and factual texts

Views and listens to gain information for a specific Group

DiscussionsParticipates in whole class discussions.

* Begins to use active listening and turn-taking

Contributes to structured group or pair activities

Provides a simple justification for an opinion

Provides a detailed justification for an opinion Use of

Multimedia

Page 20: Continuum Threads

5th Cluster 7th Cluster6th ClusterEnd of Year 1

8th ClusterEnd of Year 2

9th ClusterEnd of Year 3

* Recounts events and experiences in logical

* Speaks clearly and confidently in a variety of

* Plans and delivers short oral presentations on

* Automatically adjusts speech to suit familiar

* Plans and delivers oral presentations on an

Provides elaboration to questions seeking further Listens and responds to instructions, information

Demonstrates attentive listening across a range of

Demonstrates attentive listening and viewing for

Listens and understands a series of instructions

Listens attentively, makes appropriate responses to * Consistently makes

relevant contributions to Stays on task and participates effectively in

Contributes to collaborative group

* Uses group discussion protocols, e.g. turn taking.Discusses the features of different spoken texts, e.g. Expresses a point of view

with supporting Expresses a point of view about a text/topic and

Expresses more detailed ideas and justifies a point

Page 21: Continuum Threads

10th ClusterEnd of Year 4

11th ClusterEnd of Year 5

12th ClusterEnd of Year 6

13th ClusterEnd of Year 7

14th ClusterEnd of Year 8

* Engages an audience when making oral

* Plans, rehearses and makes adjustments to oral

* Reflects on and refines own spoken language to

* Plans, rehearses and revises oral presentations

Listens attentively and responds appropriately to

Uses active listening strategies such as

* Refines and expands active listening strategies

Listens critically to spoken texts to discuss and Collaborates effectively in pair and group work when

Applies appropriate protocols for participation Analyses and discusses

the structures and * Provides detail and supporting evidence in a

* Logically develops arguments and points of

Effectively sustains a point of view throughout a

* Expresses opinions to others with increasing

Identifies opinions offered by others, proposes other Uses multimedia to

enhance meaning when Makes appropriate use of visual and multimodal

Page 22: Continuum Threads
Page 23: Continuum Threads

Phonics2nd Cluster 3rd Cluster

Letter namesSoundsSpellingBlendingDecoding

1st ClusterPrior to School

4th ClusterEnd of Kindy

Letter Recognition

Identifies one letter that is the same in two words.

Identifies two or more letters that are the same in words.

Identifies all letters that are the same in more than Identifies some letter

names, e.g. first letter of * Identifies some letters that are the same in more than one

Names most letters in a given word. [Best Start]

Names all letters in a word. [Best StartSays one of the sounds for

letters in a given word. [Best Says some of the sounds for letters in a given word.

Says most sounds in a given word. [Best Start]Writes approximate letters for

some sounds.Writes letters to correspond with single

* Spells unknown words phonetically with most Blends up to three sounds

in words when reading.

Page 24: Continuum Threads

5th Cluster 7th Cluster6th ClusterEnd of Year 1

8th ClusterEnd of Year 2

Attempts to read more complex words using

Knows common sounds for vowel digraphs and * Uses knowledge of letter

clusters and vowel * Segments sounds in consonant clusters to

* Understands that sounds can be

* Uses knowledge of word identification strategies Blends initial consonants

with common vowel Uses familiar words and letter clusters to decode

Uses knowledge of word identification strategies

Page 25: Continuum Threads

2nd Cluster 3rd Cluster

Blending

Phonemic Awareness

1st ClusterPrior to School

4th ClusterEnd of Kindy

Rhyming Words

* Repeats familiar rhyming verses, chants

Identifies rhyming words on some occasions. [Best Start]

Consistently identifies words that rhyme. [Best Beginning

SoundsBeginning to identify words that start with the

Identifies words that start with the same initial sound on some

* Consistently identifies words that start with the Segmenting

SoundsSegments spoken multisyllabic words into syllables, e.g.

Segments one-syllable words (up to three Orally blends two and three sounds to make a Phoneme

Manipulation* Says the new word when asked to delete one

Page 26: Continuum Threads

5th Cluster 6th ClusterEnd of Year 1

Says the new word when one phoneme is

Manipulates phonemes (add, delete and swap) to

Page 27: Continuum Threads

2nd Cluster 3rd Cluster

Left to Right

Punctuation

Identifies a letter on a keyboard.

Meaning

Concepts About Print

1st ClusterPrior to School

4th ClusterEnd of Kindy

Handles a book

Knows how to handle books, e.g. turns pages,

'Reads' storybooks beginning at the front and finishing at the * Shows beginning

awareness of reading * Indicates left to right. [Best Start]

Reads left page before right.Identify

Writing* Identifies writing in a picture or poster.

* Identifies the first letter in a word.* Identifies one or more capital

letters when prompted. [Best * Names a full stop and knows its purpose. [Best

* Identifies a number of capital letters. [Best Start]Letter

Identification* Identifies a letter in print. [Best Start]Word

IdentificationIdentifies a word in print. [Best Start]

Understands that words and the spaces between

Understands that words are read the same way Electronic

MediaShows awareness of beginning screen

Identifies simple screen functionality, e.g. buttons, * Shows beginning

awareness that print Understands that print conveys meaning.

Page 28: Continuum Threads

5th Cluster

Understands that punctuation and capital