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Examples of Narrative Goals (Updated 2012)

Early Narrative Goals:

To actively listen to a narrative that is being read.

To have a go at retelling and/or talking about a narrative that has been read.

Sequencing

To correctly order the first and last pictures of a familiar four part picture sequence (after an initial model)

To correctly order a familiar four part picture sequence (after an initial model)

To correctly order a familiar four part picture sequence (independently)

To correctly order a familiar six part picture sequence (after an initial model)

To correctly order a familiar six part picture sequence (independently)

Story Structure

To develop use of story structure, specifically focussing on the introductory component of who was in the story.

To develop use of story structure, specifically focussing on the introductory component of where the story happened.

To develop use of story structure, specifically focussing on the introductory component of when the story happened.

To develop use of story structure, specifically focussing on what happened in the story.

To develop an appropriate story structure, including a clear beginning (including when), middle and end.

To develop an appropriate story structure, including a clear beginning, middle and end.

To develop an appropriate event structure, including a clear introduction, problem, response and consequence.

To develop a comprehensive story structure, including an introduction with initiating event, problem, plans, solution and

closing event/moral.

Story Content

To provide specific labels for characters in the story.

To provide specific labels for locations in the story.

To provide specific story content related to a picture sequence that will allow the unfamiliar listener to gain a reasonable

grasp of the story.

To provide specific story content with evidence of characters goals and actions.

To develop a comprehensive story plot with appropriate reference to characters feelings and thoughts.

Vocabulary / Adverbials

To increase the use of specific labelling within narratives (choose from the following):

o To provide specific labels for characters (nouns)

o To provide specific labels for actions (verbs)

o To provide specific labels for locations (setting)

o To increase the use of describing words (adjectives)

o To increase the use of cognitive verbs (e.g. like, think)

o To increase the use of modals (e.g. might, would)

To provide orientation within narratives through the use of adverbials of place (e.g. in the bath).

To provide orientation within narratives through the use of adverbials of time (e.g. first, now).

To provide orientation within narratives through the use of adverbials of manner (e.g. quickly).

To increase the use of descriptive vocabulary (adjectives) when describing a picture sequence.

To increase the use of descriptive language in narratives, specifically focusing on consistent use of adverbials of place

(e.g. on the branch).

To increase the use of descriptive language in narratives, specifically focusing on consistent use of adverbials of time

(e.g. after school, one day, again).

To increase the use of descriptive language in narratives, specifically focusing on consistent use of adverbials of manner

(e.g. quickly, tightly, louder).

To increase the use of descriptive language in narratives, specifically focusing on consistent use of adjectives/ expanded

noun phrases (e.g. a tall tree, a kind boy, a high branch).

To develop consistent use of adverbials of place, time and manner.

Connectors (joining words)

To correctly use and within sentences while retelling stories.

To correctly use and and and then to join sentences in narratives.

To correctly use because and so to join sentences in narratives.

To correctly use a wide variety of joining words in narrative productions, for example then, if, but, so, and suddenly.

Story Register

To display some evidence of story-like features in narrative productions, for example direct speech, conventional story

starters/endings and consistent use of past tense.

To increase the frequency of story-like features within narrative productions, for example direct speech, conventional

story starters/endings and consistent use of past tense.

To demonstrate consistent use of story-like features, including formal literate vocabulary, direct speech, conventional

story starters/endings and consistent use of past tense.

Examples of Phonological Awareness Goals (Updated 2012)

Goals should be selected as appropriate for individual students. Please note these goals are oral goals unless specifically stated that this objective applies to spelling or other written tasks.

To segment spoken sentences into words.

To blend words to form compound words. E.g. Rain+ bow is rainbow.

To correctly delete words from compound words. E.g. Rainbow without the rain is bow.

To correctly segment words into syllables (1, 2, 3 syllable words).

To correctly segment longer words into syllables (4 and 5 syllable words).

To accurately detect rhyming words.

To correctly generate rhyming words.

To correctly identify the initial sounds in words.

To correctly identify the final sounds in words.

To correctly identify the medial sounds in words.

To correctly blend onset and rime to form a word. E.g. c-at is cat.

To correctly blend sounds to form words of a consonant + vowel + consonant structure. E.g. c-a-t is cat.

To correctly blend sounds to form words containing a consonant blend. E.g. s-t-o-p is stop and m-u-s-t is must.

To correctly blend sounds to form words containing an initial consonant blend. E.g. s-t-o-p is stop.

To correctly blend sounds to form words containing a final consonant blend. E.g. m-u-s-t is must.

To correctly segment words of a consonant + vowel + consonant structure into individual sounds. E.g. cat is c-a-t.

To correctly segment words containing consonant blends into individual sounds. E.g. stop is s-t-o-p and must is m-u- s-t.

To correctly segment words containing initial consonant blends into individual sounds. E.g. stop is s-t-o-p.

To correctly segment words containing final consonant blends into individual sounds. E.g. must is m-u-s-t.

To delete onset and rime units within words. E.g. Feet without the f is eat.

To correctly manipulate onset and rime units within words. E.g. Change the t in tin to a p to get pin.

To delete sounds from a consonant blend to form a new word. E.g. Take away s from stop to make top.

To delete an internal consonant from a blend to form a new word. E.g. Take away r from crash to make cash.

To accurately read 1 syllable non-words.

To accurately spell 1 syllable non-words.

To accurately read 2-3 syllable non-words.

To accurately spell 2-3 syllable non-words.

To further develop phonological awareness skills to spell non-words.

To begin applying phonological awareness skills to written tasks.

To further develop applying phonological awareness skills to written tasks.

Examples of Pragmatics Goals (Updated 2012)

This is not a developmental continuum and goals should be selected as appropriate for individual students.

To stand or sit at an appropriate social distance from others.

To use appropriate non-verbal means of gaining attention, for example raising his / her hand in class.

To use appropriate eye contact while speaking and listening.

To maintain appropriate body posture and movements (i.e. refraining from fidgeting and making contact with others)

To use polite markers for example please, thank you and excuse me.

To demonstrate appropriate turn taking during conversation.

To use appropriate social greetings, for example greeting the teacher each morning.

To use appropriate language when requesting clarification or repetition.

To appropriately modify his / her conversational style to suit his / her target audience.

To use appropriate verbal means of gaining attention.

To demonstrate an understanding of emotions in him / herself and others.

To use peoples names appropriately.

To express his / her needs appropriately.

To maintain conversational topics.

To demonstrate appropriate length speaking turns (i.e. not too long or short).

To develop an awareness of listener cues (i.e. can tell if a listener is interested or bored).

To demonstrate appropriate problem solving within social contexts.

To develop an awareness of consequences for actions.

To adapt volume levels for a variety of speaking contexts.

To use an appropriate tone of voice.

To use language to seek help and avoid conflict.

To increase use of words rather than actions when making explanations.

Examples of Semantics Goals (Updated 2012)

Labelling

To correctly label common objects from familiar themes e.g. animals, transport and body parts.

To correctly label common objects and actions.

Categorisation

To correctly group pictures into familiar categories e.g. animals, food or clothes.

To identify items belonging to a specified category.

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