literacy_tracking _group -c o'donnell
TRANSCRIPT
Literacy Continuum
Vocabulary Knowledge1
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 1(Beg ES1)
Cluster 2(Mid ES1)
Cluster 3(Mid ES1)
Cluster 4(End ES1)
Cluster 5(Beg St 1)
Know
s and
use
s a ra
nge
of e
very
day
wor
ds, e
.g. c
olou
rs, f
amili
ar o
bjec
ts,
nam
es o
f fam
ily m
embe
rs.
Know
s and
use
s som
e su
bjec
t-sp
ecifi
c w
ords
in a
reas
of i
nter
est
eg: a
nim
als,
gam
es
Show
s cur
iosit
y ab
out w
ords
and
th
eir m
eani
ng.
Know
s the
mea
ning
of,
and
whe
n sp
eaki
ng, c
an u
se w
ords
that
are
like
ly
to b
e en
coun
tere
d in
eas
y re
adin
g te
xts,
e.g
. big
, litt
le.
Nam
es so
me
basic
par
ts o
f a c
ompu
ter,
e.g.
scre
en, k
eybo
ard,
mou
se, s
pace
ba
r.
Asks
que
stion
s to
find
out
mea
ning
s of u
nfam
iliar
wor
ds.
Begi
ns to
exp
and
the
voca
bula
ry u
sed
to d
escr
ibe
ever
yday
eve
nts a
nd
expe
rienc
es.
Begi
ns to
use
topi
c w
ords
whe
n sp
eaki
ng a
nd w
riting
.
Iden
tifies
unf
amili
ar w
ords
and
att
empt
s to
use
expe
rienc
e an
d co
ntex
t to
wor
k ou
t wor
d m
eani
ngs,
Know
s the
mea
ning
of c
omm
only
use
d w
ords
in te
xts r
ead
and
dem
onst
rate
s th
is kn
owle
dge
whe
n w
riting
and
sp
eaki
ng.
Deve
lops
beg
inni
ng u
nder
stan
ding
s ab
out w
ord
fam
ilies
and
use
s the
se
unde
rsta
ndin
gs w
hen
read
ing
and
writi
ng.
Use
s gra
mm
ar a
nd c
onte
xt o
f a te
xt to
w
ork
out t
he m
eani
ng o
f an
unfa
mili
ar
wor
d.
Use
s kno
wle
dge
and
unde
rsta
ndin
g of
to
pic
wor
ds w
hen
read
ing,
writi
ng a
nd
spea
king
.
Accu
rate
ly u
ses a
rang
e of
bas
ic
com
pute
r and
inte
rnet
term
inol
ogy,
e.
g. ic
on, b
old,
ital
ics,
hom
e pa
ge.
Dem
onst
rate
s aw
aren
ess t
hat s
ome
wor
ds h
ave
mul
tiple
mea
ning
s whe
n re
adin
g, w
riting
and
spea
king
.
Und
erst
ands
that
cha
ngin
g w
ords
in
a te
xt c
an a
lter t
he m
eani
ng.
Literacy Continuum
Vocabulary Knowledge2
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 6(Mid St 1)
Cluster 7(Late St 1)
Cluster 8(End St 1)
Dem
onst
rate
s the
use
of m
ore
prec
ise
voca
bula
ry to
des
crib
e fe
elin
gs a
nd
expe
rienc
es w
hen
spea
king
and
w
riting
.
Show
s beg
inni
ng u
nder
stan
ding
of t
he
effec
ts o
f diff
eren
t wor
ds a
nd p
hras
es,
e.g.
to c
reat
e hu
mou
r, to
per
suad
e, to
in
form
.
Appl
ies k
now
ledg
e of
bas
e w
ords
to
bui
ld w
ord
fam
ilies
, e.g
. mov
e,
mov
ing,
rem
ove.
Inde
pend
ently
use
s a ra
nge
of
clas
sroo
m p
rint r
esou
rces
to e
nhan
ce
voca
bula
ry, e
.g. t
opic
wor
d lis
ts, l
abel
s,
etc.
Know
s the
mea
ning
of c
omm
only
use
d w
ords
in in
crea
singl
y ch
alle
ngin
g te
xts
and
can
dem
onst
rate
this
know
ledg
e w
hen
read
ing,
writi
ng a
nd sp
eaki
ng.
Show
s beg
inni
ng u
nder
stan
ding
of t
he
effec
tive
use
of “
wor
d pl
ay”
to e
nhan
ce
and
enric
h m
eani
ng, e
.g. a
llite
ratio
n,
onom
atop
oeia
.
Use
s kno
wle
dge
deve
lope
d ab
out w
ord
fam
ilies
and
wor
d or
igin
s to
unde
rsta
nd th
e m
eani
ng o
f unf
amili
ar
wor
ds, e
.g. r
hym
ing
wor
ds, s
ynon
yms,
ba
se w
ords
.
Use
s a si
mpl
e di
ction
ary
to c
heck
w
ord
mea
ning
s.
Use
s wor
ds a
nd p
hras
es fo
r effe
ct, e
.g.
to c
reat
e im
ages
, to
add
emph
asis,
to
crea
te a
tmos
pher
e.
Draw
s on
topi
c/co
nten
t kno
wle
dge
to
assis
t in
wor
king
out
the
mea
ning
of
unkn
own
wor
ds.
Und
erst
ands
and
use
s rel
evan
t vo
cabu
lary
ass
ocia
ted
with
dig
ital
tech
nolo
gy, e
.g. W
eb 2
.0 to
ols s
uch
as
blog
s.
Reco
gnise
s tha
t diff
eren
t wor
ds c
an b
e us
ed to
des
crib
e sim
ilar c
once
pts,
e.g
. ev
ery
day
or te
chni
cal l
angu
age,
sy
nony
ms.
Show
s evi
denc
e of
cap
acity
to im
prov
e vo
cabu
lary
cho
ices
in re
spon
se to
pu
rpos
e an
d au
dien
ce w
hen
revi
ewin
g an
d ed
iting
writi
ng.
Literacy Continuum
Vocabulary Knowledge3
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 9(Beg-Mid St 2)
Cluster 10(Mid-End St 2)
Use
s syn
onym
s for
a w
ide
rang
e of
com
mon
wor
ds.
Use
s sim
ple
cont
ent s
peci
fic
voca
bula
ry in
app
ropr
iate
way
s w
hen
crea
ting
text
s.
Use
s rel
evan
t voc
abul
ary
asso
ciat
ed w
ith d
igita
l te
chno
logy
and
ele
ctro
nic
text
s.
Und
erst
ands
how
pre
fixes
and
su
ffixe
s ch
ange
wor
d m
eani
ngs.
Dem
onst
rate
s und
erst
andi
ng
that
wor
ds c
an h
ave
diffe
rent
m
eani
ngs i
n di
ffere
nt c
onte
xts
Dem
onst
rate
s exp
ande
d vo
cabu
lary
by
draw
ing
on a
co
mbi
natio
n of
kno
wn
and
new
to
pic
know
ledg
e
Show
s aw
aren
ess t
hat t
here
are
a
num
ber o
f way
s to
wor
k ou
t th
e m
eani
ng o
f unk
now
n w
ords
Find
s the
mea
ning
of
unkn
own/
unfa
mili
ar w
ords
in
refe
renc
e so
urce
s eg
: di
ction
arie
s, th
esau
ruse
s
Literacy Continuum
Vocabulary Knowledge4
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 11(Beg-Mid St 3)
Cluster 12(Mid-End St 3)
Mak
es e
ffecti
ve w
ord
choi
ces i
n re
spon
se to
pur
pose
and
au
dien
ce w
hen
crea
ting
text
s
Dem
onst
rate
s und
erst
andi
ng o
f ne
w w
ords
for n
ew c
once
pts
Appl
ies k
now
ledg
e of
pre
fixes
&
suffi
xes t
o un
ders
tand
the
mea
ning
s of n
ew w
ords
and
to
crea
te n
ew w
ords
Refin
es v
ocab
ular
y ch
oice
in
resp
onse
to p
urpo
se &
aud
ienc
e w
hen
editi
ng &
revi
ewin
g ow
n &
pe
ers’
writi
ng
Use
s new
wor
ds fo
r kno
wn
conc
epts
eg:
blis
sful
for h
appy
Incr
easin
gly
uses
app
ropr
iate
co
nten
t voc
abul
ary
whe
n cr
eatin
g sp
oken
and
writt
en
text
s abo
ut sp
ecifi
c to
pics
Accu
rate
ly u
ses v
ocab
ular
y as
soci
ated
with
dig
ital
tech
nolo
gy a
nd e
lect
roni
c te
xts
Draw
s on
know
ledg
e of
wor
d or
igin
s to
wor
k ou
t mea
ning
of
new
wor
ds
Literacy Continuum
Phonemic Awareness1
involves hearing and manipulating sounds in spoken language.NB: Includes some early components of phonological awareness, e.g. word, syllable, onset-rime and rhyme awareness.
Cluster 1(Beg ES1)
Cluster 2(Mid ES1)
Cluster 3(Mid ES1)
Repe
ats f
amili
ar rh
ymin
g ve
rses
, ch
ants
and
jing
les
Noti
ces t
hat s
ome
wor
ds rh
yme
in
vers
es, c
hant
s and
jing
les
Begi
nnin
g to
iden
tify
wor
ds th
at
star
t with
the
sam
e in
itial
soun
ds
Iden
tifies
rhym
ing
wor
ds o
n so
me
occa
sions
.
Iden
tifies
wor
ds th
at st
art w
ith
the
sam
e in
itial
soun
d on
som
e oc
casio
ns.
Says
the
wor
d w
hen
teac
her
mod
els o
nset
/rim
e, e
.g. t
each
er
says
mm
mm
/at,
child
says
mat
.
Segm
ents
spok
en m
ultis
ylla
bic
wor
ds in
to sy
llabl
es, e
.g. b
a/na
/na
whe
n cl
appi
ng.
Cons
isten
tly id
entifi
es w
ords
that
rh
yme.
Cons
isten
tly id
entifi
es w
ords
that
st
art w
ith th
e sa
me
initi
al so
und.
Prov
ides
a w
ord
star
ting
with
a
give
n so
und.
Ora
lly b
lend
s tw
o an
d th
ree
soun
ds to
mak
e a
wor
d.
Segm
ents
wor
ds o
rally
into
ons
et
and
rime,
e.g
. t-e
nt.
Segm
ents
one
sylla
ble
wor
ds (u
p to
thre
e so
unds
) int
o se
para
te
soun
ds.
Literacy Continuum
Phonemic Awareness2
involves hearing and manipulating sounds in spoken language.NB: Includes some early components of phonological awareness, e.g. word, syllable, onset-rime and rhyme awareness.
Cluster 4(End ES1)
Cluster 5(Beg St 1)
Cluster 6(Mid St 1)
Says
the
new
wor
d w
hen
aske
d to
de
lete
one
pho
nem
e (p
hone
me
dele
tion)
.
Says
the
new
wor
d by
add
ing
a ph
onem
e to
an
existi
ng w
ord
(pho
nem
e ad
ditio
n).
Says
the
new
wor
d w
hen
one
phon
eme
is su
bstit
uted
for
anot
her (
phon
eme
subs
tituti
on).
Man
ipul
ates
pho
nem
es (a
dd,
dele
te a
nd sw
ap) t
o ge
nera
te n
ew
wor
ds e
g: s
wap
the/
p/ in
spin
w
ith /k
/
NOTES
Literacy Continuum
Phonics1
involves making the connection between sounds and letters when reading and spelling.
Cluster 1(Beg ES1)
Cluster 2(Mid ES1)
Cluster 3(Mid ES1)
Cluster 4(End ES1)
Iden
tifies
one
lette
r tha
t is t
he
sam
e in
wor
ds.
Iden
tifies
som
e le
tter n
ames
eg
: fir
st le
tter
of o
wn
nam
e
Iden
tifies
two
or m
ore
lette
rs
that
are
the
sam
e in
wor
ds.
Iden
tifies
som
e le
tters
that
are
th
e sa
me
in m
ore
than
one
co
ntex
t.
Nam
es so
me
lette
rs in
a g
iven
w
ord.
Says
one
of t
he so
unds
for
lette
rs in
a g
iven
wor
d.
Writ
es a
ppro
xim
ate
lette
rs fo
r so
me
soun
ds.
Iden
tifies
all
lette
rs th
at a
re th
e sa
me
in m
ore
than
one
con
text
.
Nam
es m
ost l
etter
s in
a gi
ven
wor
d.
Says
som
e of
the
soun
ds fo
r le
tters
in a
giv
en w
ord.
Blen
ds u
p to
thre
e so
unds
in
wor
ds w
hen
read
ing.
Writ
es le
tters
to c
orre
spon
d w
ith
singl
e le
tter s
ound
s.
Nam
es a
ll le
tters
in a
giv
en
wor
d.
Says
mos
t of t
he so
unds
for
lette
rs in
a g
iven
wor
d.
Spel
ls un
know
n w
ords
ph
oneti
cally
with
mos
t lett
ers i
n th
e co
rrec
t seq
uenc
e.
Literacy Continuum
Phonics2
involves making the connection between sounds and letters when reading and spelling.
Cluster 5(Beg St 1)
Cluster 6(Mid St 1)
Cluster 7(Late St 1)
End St 1(8th Cluster)
Attem
pts t
o re
ad m
ore
com
plex
w
ords
usin
g le
tter /
soun
d kn
owle
dge.
Blen
ds in
itial
con
sona
nts w
ith
com
mon
vow
el p
atter
ns o
r wor
d fa
mili
es.
Use
s kno
wle
dge
of le
tter c
lust
ers
and
vow
el d
igra
phs t
o sp
ell
unfa
mili
ar w
ords
.
Segm
ents
soun
ds in
con
sona
nt
clus
ters
to sp
ell u
nfam
iliar
w
ords
.
Use
s fam
iliar
wor
ds a
nd le
tter
clus
ters
to d
ecod
e w
ords
whe
n re
adin
g.
Reco
gnise
s tha
t com
mon
suffi
xes
in w
ords
can
hav
e di
ffere
nt
soun
ds, e
.g. w
ante
d, ta
lked
Und
erst
ands
that
soun
ds c
an b
e re
pres
ente
d in
var
ious
way
s w
hen
spel
ling
wor
ds, e
.g. m
eet,
mea
t.
Know
s com
mon
soun
ds fo
r vo
wel
dig
raph
s can
use
s sy
llabi
ficati
on w
hen
read
ing/
spel
ling.
Use
s kno
wle
dge
of w
ord
iden
tifica
tion
stra
tegi
es in
clud
ing
blen
ding
, seg
men
ting
and
lette
r pa
ttern
s whe
n re
adin
g/ sp
ellin
g.
Literacy Continuum
Concepts about print1
involves understanding and using conventions and concepts about print.
Cluster 1(Beg ES1)
Cluster 2(Mid ES1)
Show
s beg
inni
ng a
war
enes
s tha
t pr
int r
elat
es to
spok
en la
ngua
ge
Iden
tifies
writi
ng in
pic
ture
or
post
er
Reco
gnise
s the
mea
ning
of s
ome
lette
rs &
sym
bols,
eg:
com
mon
lo
gos,
stre
et si
gns
Know
s how
to h
andl
e bo
oks,
eg:
tu
rns p
ages
, loo
ks a
t det
ail i
n pi
ctur
es
Show
s aw
aren
ess t
hat p
rint &
im
ages
are
diff
eren
t (in
prin
t & o
n sc
reen
)
Show
s beg
inni
ng a
war
enes
s of
read
ing
from
left
to ri
ght
Is le
arni
ng to
poi
nt to
the
first
w
ord
to re
ad a
sent
ence
or s
tory
Iden
tifies
one
or m
ore
capi
tal
lette
r/s w
hen
prom
pted
.
Nam
es a
full
stop
.
Iden
tifies
a w
ord
in p
rint
Iden
tifies
a le
tter i
n pr
int.
Indi
cate
s left
to ri
ght.
Poin
ts to
the
first
wor
d to
re
ad.
Indi
cate
s ret
urn
swee
p to
left
at
the
end
of a
line
of t
ext.
Iden
tifies
a le
tter o
n a
keyb
oard
.
Know
s the
diff
eren
ce b
etw
een
lette
rs a
nd n
umer
als.
Und
erst
ands
that
prin
t con
veys
m
eani
ng
‘Rea
ds’ s
tory
book
s beg
inni
ng a
t fr
ont &
fini
shin
g at
bac
k of
boo
k
Literacy Continuum
Concepts about print2
involves understanding and using conventions and concepts about print.
Cluster 3(Mid ES1)
Cluster 4(End ES1) Cl. 5
Nam
es a
full
stop
and
kno
ws
its p
urpo
se.
Iden
tifies
a c
apita
l lett
er
Iden
tifies
the
first
lette
r in
a w
ord.
Iden
tifies
the
last
lette
r in
a w
ord.
Read
s left
pag
e be
fore
righ
t.
Und
erst
ands
that
wor
ds &
the
spac
es b
etw
een
wor
ds
cont
ribut
e to
mea
ning
Show
s aw
aren
ess o
f beg
inni
ng
scre
en m
anag
emen
t ski
lls, e
.g.
scro
lling
Iden
tifies
one
or m
ore
capi
tal
lett
ers.
Use
s cap
ital l
etter
s for
nam
es.
Iden
tifies
a se
nten
ce.
Und
erst
ands
that
wor
ds a
re
read
the
sam
e w
ay e
ach
time
Iden
tifies
sim
ple
scre
en
func
tiona
lity,
e.g
. butt
ons,
m
enus
.
Und
erst
ands
that
pun
ctua
tion
and
capi
tal l
etter
s sup
port
m
eani
ng
Literacy Continuum
Aspects of speaking1
involves communicating with others, verbalising thought processes and articulating sounds in words.
Cluster 1(Beg ES1)
Cluster 2(Beg ES1)
Cluster 3(Mid ES1)
List
ens a
nd re
spon
ds to
sim
ple
oral
que
stion
s, in
stru
ction
s and
re
ques
ts
Enga
ges i
n sim
ple
conv
ersa
tions
w
ith p
eers
and
kno
wn
adul
ts
Reco
unts
per
sona
l exp
erie
nces
to
peer
s and
kno
wn
adul
ts
Says
som
e w
ords
cor
rect
ly;
spee
ch is
bec
omin
g flu
ent
Nam
es a
favo
urite
cha
ract
er fr
om a
st
ory
that
has
bee
n re
ad, b
ut is
un
able
to p
rovi
de a
reas
on fo
r lik
ing
the
char
acte
r.
Show
s som
e ch
ange
s to
pace
and
vo
lum
e fo
r em
phas
is w
hen
spea
king
.
Use
s sim
ple
sent
ence
s/ p
hras
es
whe
n sp
eaki
ng.
Talk
s to
peer
s and
kno
wn
adul
ts
abou
t per
sona
l exp
erie
nces
.
List
ens t
o an
d ac
cura
tely
rela
ys
simpl
e m
essa
ges.
Parti
cipa
tes i
n w
hole
cla
ss
disc
ussio
ns.
Artic
ulat
es m
ost s
peec
h so
unds
, ex
cepti
ons c
ould
be:
l, sh
, z, r
, v,
th Prov
ides
a si
mpl
e ju
stific
ation
for a
n op
inio
n ab
out a
favo
urite
cha
ract
er
from
a st
ory
that
has
bee
n re
ad.
Use
s som
e ex
tend
ed se
nten
ces
whe
n sp
eaki
ng.
Cons
isten
tly sp
eaks
in a
n au
dibl
e,
clea
r and
con
fiden
t way
.
Literacy Continuum
Aspects of speaking2
involves communicating with others, verbalising thought processes and articulating sounds in words.
Cluster 3 CONT(Mid ES1)
Cluster 4(End ES1)
Cluster 5(Beg St 1)
Use
s pa
ce a
nd v
olum
e fo
r em
phas
is w
hen
spea
king
.
List
ens
and
resp
onds
to li
tera
ry
and
fact
ual t
exts
read
and
vie
wed
.
Beg
ins
to u
se a
ctiv
e lis
teni
ng a
nd tu
rn
taki
ng w
hen
enga
ging
in m
ore
exte
nded
co
nver
satio
ns a
nd d
iscu
ssio
ns w
ith
peer
s an
d kn
own
adul
ts.
Con
tribu
tes
idea
s in
sm
all g
roup
an
d w
hole
cla
ss d
iscu
ssio
ns.
Pro
vide
s a
deta
iled
just
ifica
tion
for
an o
pini
on a
bout
a fa
vour
ite
char
acte
r fro
m a
sto
ry th
at h
as
been
read
.
Ask
s re
leva
nt q
uest
ions
usi
ng
corr
ect w
ord
orde
r and
into
natio
n.
Mak
es b
rief o
ral p
rese
ntat
ions
to
the
clas
s.
Beg
ins
to a
djus
t reg
iste
r to
suit
audi
ence
and
situ
atio
n.
Vie
ws
and
liste
ns to
gai
n in
form
atio
n fo
r a s
peci
fic p
urpo
se
from
a v
arie
ty o
f sou
rces
.
Con
tribu
tes
to s
truct
ured
gro
up o
r pa
ir ac
tiviti
es in
volv
ing
disc
ussi
on
abou
t fam
iliar
text
s/to
pics
.
Arti
cula
tes
mos
t spe
ech
soun
ds,
(exc
eptio
ns c
ould
be:
r, v
, th)
.
Pro
vide
s el
abor
atio
n to
que
stio
ns
seek
ing
furth
er in
form
atio
n.
Rec
ount
s ev
ents
and
exp
erie
nces
in
logi
cal s
eque
nce.
Con
sist
ently
mak
es re
leva
nt
cont
ribut
ions
to c
lass
dis
cuss
ions
an
d as
ks q
uest
ions
to c
larif
y m
eani
ng.
Use
s re
gist
er a
nd to
ne a
ccor
ding
to
pur
pose
and
aud
ienc
e.
List
ens
and
resp
onds
to
inst
ruct
ions
, inf
orm
atio
n an
d pe
er
opin
ions
.
Use
s int
erac
tive
skill
s to
show
re
spec
t for
the
cont
ributi
ons o
f ot
hers
dur
ing
disc
ussio
ns.
Literacy continuum
Aspects of speaking3
involves communicating with others, verbalising thought processes and articulating sounds in words.
Cluster 6 (Mid St 1)
Cluster 7(Late St 1)
End St 1(8th Cluster)
Expr
esse
s a p
oint
of v
iew
with
su
ppor
ting
info
rmati
on a
bout
an
expa
ndin
g ra
nge
of te
xts/
topi
cs.
Spea
ks c
lear
ly a
nd c
onfid
ently
in a
va
riety
of f
orm
al a
nd in
form
al
situa
tions
.
Plan
s and
pre
sent
s a b
rief o
ral
pres
enta
tion
abou
t a to
pic.
Adju
sts r
egist
er, t
one
and
volu
me
appr
opria
te to
situ
ation
.
Dem
onst
rate
s atte
ntive
list
enin
g ac
ross
a ra
nge
of sc
hool
con
text
s, e.
g. a
ssem
blie
s, p
erfo
rman
ces.
Expr
esse
s a p
oint
of v
iew
abo
ut a
te
xt/t
opic
and
list
ens t
o an
d ac
com
mod
ates
the
view
poin
t of
othe
rs.
Plan
s and
del
iver
s ora
l pre
sent
ation
s on
an
expa
nded
rang
e of
topi
cs fo
r au
dien
ces b
eyon
d th
e im
med
iate
cl
assr
oom
e.g
. ass
embl
y pr
esen
tatio
ns.
Auto
mati
cally
adj
usts
spee
ch to
su
it di
ffere
nt a
udie
nces
, pur
pose
s an
d sit
uatio
ns.
Dem
onst
rate
s atte
ntive
list
enin
g an
d vi
ewin
g fo
r ext
ende
d pe
riods
of
tim
e.
Stay
s on
task
and
par
ticip
ates
eff
ectiv
ely
in lo
nger
cla
ss a
nd
grou
p di
scus
sions
.
Expr
esse
s mor
e de
taile
d id
eas a
nd
justi
fies a
poi
nt o
f vie
w a
bout
a
com
preh
ensiv
e ra
nge
of te
xts/
topi
cs.
Com
mun
icat
es c
onfid
ently
with
a
rang
e of
aud
ienc
es fo
r a v
arie
ty o
f pu
rpos
es.
List
ens a
nd u
nder
stan
ds a
serie
s of
inst
ructi
ons r
elat
ed to
a ta
sk a
nd
succ
essf
ully
com
plet
es th
e ta
sk.
Cont
ribut
es to
col
labo
rativ
e gr
oup
prob
lem
solv
ing
to c
ompl
ete
a ta
sk b
y qu
estio
ning
& re
-phr
asin
g fo
r cl
arifi
catio
n, li
sten
ing
& re
spon
ding
to
the
idea
s of o
ther
s &
sugg
estin
g id
eas.
Literacy Continuum
Aspects of Speaking4
involves communicating with others, verbalising thought processes and articulating sounds in words.
Beg-Mid St 2(9th Cluster)
Mid-End St 2(10th Cluster)
Plan
s & d
eliv
ers o
ral p
rese
ntati
ons
on a
n ex
tend
ed ra
nge
of to
pics
for
audi
ence
s bey
ond
the
imm
edia
te
clas
sroo
m e
g: a
ssem
bly
pres
enta
tions
Enha
nces
pre
sent
ation
s by
som
e ba
sic o
ral p
rese
ntati
on st
rate
gies
su
ch a
s usin
g no
tes a
s pro
mpt
s, vo
lum
e &
cha
nges
in e
mph
asis
Disc
usse
s the
feat
ures
of
diffe
rent
spok
en te
xts
eg: f
orm
al
vers
us in
form
al in
tera
ction
s,
pers
uasiv
e ve
rsus
info
rmati
ve
Cont
ribut
es re
leva
nt id
eas t
o di
scus
sions
, ask
s que
stion
s and
re
-phr
ases
to c
larif
y m
eani
ng
List
ens a
ttenti
vely
, mak
es
appr
opria
te re
spon
ses t
o w
hat
othe
rs sa
y an
d co
nstr
uctiv
ely
build
s on
the
idea
s of o
ther
s
Use
s gro
up d
iscus
sion
prot
ocol
s eg
: tu
rn ta
king
Prov
ides
det
ail &
supp
ortin
g ev
iden
ce in
a lo
gica
l man
ner
whe
n sp
eaki
ng a
bout
opi
nion
s &
idea
s
Enga
ges a
n au
dien
ce w
hen
mak
ing
oral
pre
sent
ation
s by
usin
g st
rate
gies
su
ch a
s fac
ial e
xpre
ssio
n, g
estu
re,
paus
e an
d re
petiti
on
Adju
sts l
angu
age
used
for a
sim
ilar
purp
ose
but
diff
eren
t, le
ss fa
mili
ar
audi
ence
s eg
: re
coun
t of s
ame
even
t to
peer
/ te
ache
r/pr
inci
pal,
code
-sw
itchi
ng
List
ens a
ttenti
vely
& re
spon
ds
appr
opria
tely
to sp
oken
&
mul
timod
al te
xts t
hat i
nclu
de
unfa
mili
ar id
eas &
info
rmati
on
Literacy Continuum
Aspects of Speaking5
involves communicating with others, verbalising thought processes and articulating sounds in words.
Beg-Mid St 3(11th Cluster)
Mid-End St 3(12th Cluster)
Appr
opria
tely
que
stion
s the
vie
wer
id
ea p
ut fo
rwar
d, &
exp
ress
es
disa
gree
men
t with
sens
itivi
ty to
the
pers
pecti
ves o
f oth
ers
Use
s mul
timed
ia to
enh
ance
m
eani
ng w
hen
com
mun
icati
ng
idea
s & in
form
ation
to o
ther
s
Disc
usse
s the
use
of d
iffer
ent
regi
ster
s for
diff
eren
t pur
pose
s,
audi
ence
s and
con
text
s
Logi
cally
dev
elop
s arg
umen
ts &
po
ints
of v
iew
whe
n pl
anni
ng
mor
e fo
rmal
ora
l tex
ts su
ch a
s sp
eech
es, d
ebat
es
Use
s acti
ve li
sten
ing
stra
tegi
es
such
as r
ephr
asin
g id
eas a
nd
clar
ifyin
g an
d re
pairi
ng
brea
kdow
ns in
com
mun
icati
on
Effec
tivel
y su
stai
ns a
poi
nt o
f vi
ew th
roug
hout
a d
iscus
sion
or
deba
te
Anal
yses
, syn
thes
ise a
nd
eval
uate
s the
vie
ws a
nd re
ason
s pu
t for
war
d by
oth
ers
Plan
s, re
hear
ses a
nd m
akes
ad
just
men
ts to
ora
l pr
esen
tatio
ns fo
r spe
cific
pu
rpos
es a
nd a
udie
nces
Refin
es &
exp
ands
acti
ve li
sten
ing
stra
tegi
es to
incl
ude
stra
tegi
es su
ch
as c
halle
ngin
g ot
hers
’ ide
as,
prov
idin
g fe
edba
ck &
supp
ort f
or
othe
rs
List
ens a
ttenti
vely
to m
ore
leng
thy
and
chal
leng
ing
spok
en
mul
timod
al te
xts t
o ga
ther
&
eval
uate
key
info
rmati
on
Literacy Continuum
Aspects of writing1
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 1(Beg ES1)
Cluster 2(Beg ES1)
Eng
ages
in w
ritin
g-lik
e be
havi
our
usin
g sc
ribbl
e or
stri
ngs
of le
tters
.
Atte
mpt
s to
writ
e ow
n na
me,
eg
one
or tw
o le
tters
or s
crib
ble.
Hol
ds a
pen
cil o
r cra
yon
effe
ctiv
ely
to
draw
or s
crib
ble.
Cle
ar a
ttem
pt to
writ
e na
me
(may
not
be
spe
lt co
rrec
tly)
Writ
es a
t lea
st o
ne re
cogn
isab
le w
ord
(may
not
be
spel
t cor
rect
ly) r
elat
ed to
a
stor
y bo
ok re
ad to
them
or a
pic
ture
th
ey h
ave
draw
n
‘Writ
es’ f
rom
left
to ri
ght a
nd le
ave
spac
es b
etw
een
wor
ds
Atte
mpt
s to
form
som
e le
tters
Talk
s ab
out i
nten
ded
‘writ
ing’
bef
ore
atte
mpt
ing
to w
rite
Talk
s ab
out o
wn
writ
ing
and
draw
ing
Exp
erim
ents
with
com
pute
r mou
se
and
keyb
oard
Literacy Continuum
Aspects of writing2
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 3(Mid ES1)
Cluster 4(End ES1)
Writ
es n
ame
corr
ectly
.
Writ
es a
reco
gnis
able
sen
tenc
e,
wor
ds m
ay n
ot b
e sp
elle
d co
rrec
tly,
som
e ev
iden
ce o
f sen
tenc
e pu
nctu
atio
n.
Dra
ws
on b
oth
pers
onal
and
im
agin
ary
expe
rienc
es to
‘writ
e’
text
s.
Voc
alis
es w
ords
to a
ppro
xim
ate
spel
ling.
Beg
ins
to d
evel
op a
sim
ple
writ
ing
voca
bula
ry in
clud
ing
som
e hi
gh
frequ
ency
wor
ds a
nd w
ords
of
pers
onal
sig
nific
ance
.
Use
s si
mpl
e no
un g
roup
s an
d ad
verb
ial p
hras
es w
hen
writ
ing.
Beg
ins
to d
emon
stra
te
unde
rsta
ndin
g of
pen
cil g
rip, p
aper
pl
acem
ent a
nd p
ostu
re.
Exp
erim
ents
with
cre
atin
g si
mpl
e te
xts
on th
e co
mpu
ter.
Writ
es m
ore
than
one
reco
gnis
able
se
nten
ce, w
ords
may
not
be
spel
led
corr
ectly
, som
e ev
iden
ce o
f se
nten
ce p
unct
uatio
n.
Talk
s ab
out t
he a
udie
nce
and
purp
ose
for t
exts
bei
ng w
ritte
n.
Atte
mpt
s to
spe
ll hi
gh fr
eque
ncy
wor
ds th
at h
ave
been
taug
ht.
Pro
duce
s so
me
com
poun
d se
nten
ces
usin
g co
njun
ctio
ns to
jo
in id
eas.
Use
s si
mpl
e pr
onou
n re
fere
nces
.
Form
s m
ost l
ette
rs c
orre
ctly
.
Use
s co
rrec
t pen
cil g
rip, p
aper
pl
acem
ent,
post
ure
and
know
s ho
w
to s
elf-c
orre
ct.
With
sup
port,
use
s co
mpu
ter
softw
are
prog
ram
s to
cre
ate
sim
ple
text
s.
Literacy Continuum
Aspects of writing3
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 5(Beg St 1)
Cluster 6 (Mid St 1)
Sel
ects
voc
abul
ary
and
phra
ses
mod
elle
d by
the
teac
her d
urin
g w
hole
cla
ss p
lann
ing
to c
onst
ruct
ow
n te
xt.
Eng
ages
in th
e jo
int p
rodu
ctio
n of
te
xts
usin
g a
varie
ty o
f med
ium
s,
e.g.
pod
cast
s, fi
lms.
Dra
ws
on p
erso
nal e
xper
ienc
es a
nd
topi
c kn
owle
dge
to c
reat
e te
xts
of
abou
t 4-5
sen
tenc
es fo
r a ra
nge
of
purp
oses
.
Rer
eads
ow
n te
xt to
cla
rify
mea
ning
an
d m
ake
som
e ch
ange
s to
the
text
.
Use
s se
nten
ce p
unct
uatio
n an
d so
me
sim
ple
punc
tuat
ion.
Acc
urat
ely
writ
es s
impl
e an
d co
mpo
und
sent
ence
s.
Use
s a
rang
e of
adj
ectiv
es to
pr
ovid
e m
ore
info
rmat
ion
abou
t no
uns.
Writ
es lo
wer
/upp
er c
ase
lette
rs o
f co
nsis
tent
siz
e an
d fo
rmat
ion
in
NS
W F
ound
atio
n S
tyle
.
Cre
ates
long
er te
xts
supp
orte
d by
vi
sual
info
rmat
ion
e.g.
dia
gram
s,
map
s, g
raph
s on
fam
iliar
topi
cs fo
r kn
own
audi
ence
s.
Beg
ins
to u
se te
xt fe
atur
es s
uch
as
head
ings
and
par
agra
phs
to
orga
nise
info
rmat
ion.
Dem
onst
rate
s el
emen
tary
pro
of-
read
ing
and
editi
ng. e
.g. c
ircle
s a
wor
d th
at d
oes
not l
ook
right
.
Acc
urat
ely
spel
ls a
n in
crea
sing
nu
mbe
r of h
igh
frequ
ency
and
topi
c w
ords
.
Use
s si
mpl
e pu
nctu
atio
n, e
.g. f
ull
stop
s, e
xcla
mat
ion
mar
ks a
nd
ques
tion
mar
ks.
Exp
erim
ents
with
usi
ng s
ome
com
plex
sen
tenc
es to
enh
ance
w
ritin
g.
Use
s a
refin
ed p
enci
l grip
, cor
rect
po
stur
e an
d pa
per p
lace
men
t to
writ
e m
ore
fluen
tly a
nd le
gibl
y.
Use
s co
mpu
ter f
unct
ions
to e
dit
text
s.
Literacy Continuum
Aspects of writing4
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 7(Late St 1)
End St 1(8th Cluster)
Pla
ns te
xts
by m
akin
g no
tes,
dr
awin
g di
agra
ms,
pla
nnin
g se
quen
ce o
f eve
nts
or in
form
atio
n et
c.
Sta
tes
purp
ose
and
inte
nded
au
dien
ce b
efor
e cr
eatin
g te
xts.
Spe
lls w
ords
with
regu
lar s
pelli
ng
patte
rns
corr
ectly
and
mak
es
plau
sibl
e at
tem
pts
at w
ords
with
irr
egul
ar s
pelli
ng p
atte
rns.
App
lies
spel
ling
gene
ralis
atio
ns
whe
n w
ritin
g.
Use
s co
ntra
ctio
n ap
ostro
phes
and
ca
pita
ls fo
r pro
per n
ouns
as
wel
l as
othe
r sim
ple
punc
tuat
ion.
Incl
udes
diff
eren
t typ
es o
f ver
bs
usin
g ap
prop
riate
tens
e an
d de
mon
stra
tes
subj
ect-v
erb
agre
emen
t.
Use
s a
com
pute
r to
prod
uce
text
s w
ith g
raph
ics.
Cre
ates
long
er te
xts
(at l
east
one
pa
ge) t
hat a
chie
ve th
e in
tend
ed
purp
ose
and
are
appr
opria
te fo
r le
ss fa
mili
ar a
udie
nces
.
Exp
erim
ents
with
pro
duci
ng/
publ
ishi
ng te
xts
usin
g an
in
crea
sing
rang
e of
med
ium
s an
d m
odes
.
Writ
ing
show
s ev
iden
ce o
f rev
isio
n,
editi
ng a
nd p
roof
-rea
ding
.
Dem
onst
rate
s a
rang
e of
spe
lling
st
rate
gies
to s
pell
unfa
mili
ar w
ords
.
Use
s qu
otat
ion
mar
ks fo
r dire
ct
spee
ch a
nd c
omm
as in
list
s.
Pro
duce
s a
rang
e of
gra
mm
atic
ally
ac
cura
te s
ente
nces
.
Flue
ntly
writ
es le
tters
of c
onsi
sten
t si
ze a
nd fo
rmat
ion
in N
SW
Fo
unda
tion
Sty
le.
Literacy Continuum
Aspects of Writing5
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 2(9th Cluster)
Cons
truc
ts w
ell s
eque
nced
im
agin
ative
, inf
orm
ative
&
pers
uasiv
e te
xts,
usin
g la
ngua
ge
appr
opria
te to
pur
pose
and
au
dien
ce
Plan
s & o
rgan
ises i
deas
usin
g he
adin
gs,
grap
hic
orga
nise
rs,
ques
tions
and
min
d m
aps
Rere
ads t
exts
dur
ing
& a
fter
writi
ng to
che
ck a
ccur
acy,
co
nsist
ency
of m
eani
ng &
fitn
ess
for p
urpo
se
Stru
ctur
es te
xts u
sing
para
grap
hs
com
pose
d of
logi
cally
gro
uped
se
nten
ces t
hat d
eal w
ith a
pa
rticu
lar a
spec
t of a
topi
c
Use
s a v
arie
ty o
f spe
lling
st
rate
gies
to sp
ell h
igh
freq
uenc
y w
ords
cor
rect
ly
Use
s sim
ple
wor
d pr
oces
sing
func
tions
such
as s
pell
chec
k,
gram
mar
che
ck
Choo
ses v
erbs
, adv
erbi
als,
nou
ns
& a
djec
tival
s to
expr
ess s
peci
fic
idea
s & d
etai
ls
Use
s joi
ned
lette
rs o
f con
siste
nt
size
Expe
rimen
ts w
ith c
reati
ng si
mpl
e m
ultim
odal
text
s usin
g di
gita
l te
xt c
reati
on p
rogr
ams
Literacy Continuum
Aspects of Writing6
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Mid-End St 2(10th Cluster)
Draw
s ide
as fr
om p
erso
nal
expe
rienc
es, o
ther
text
s & re
sear
ch
to c
reat
e im
agin
ative
, inf
orm
ative
&
pers
uasiv
e te
xts f
or d
iffer
ent
audi
ence
s
Show
s aw
aren
ess o
f the
nee
d to
ju
stify
opi
nion
s with
supp
ortin
g ev
iden
ce
Loca
tes r
esou
rces
and
acc
esse
s in
form
ation
whe
n pl
anni
ng
Rere
ads &
revi
ses t
ext t
o ch
eck
& im
prov
e m
eani
ng, d
eleti
ng
unne
cess
ary
info
rmati
on o
r ad
ding
new
info
rmati
on
Crea
tes m
eani
ngfu
l sen
tenc
es u
sing
a va
riety
of s
ente
nce
begi
nnin
gs,
incl
udin
g ad
verb
ial &
adj
ectiv
al
clau
ses t
o cr
eate
com
plex
sent
ence
s
Use
s sen
tenc
e an
d sim
ple
punc
tuati
on c
orre
ctly
Use
s mor
phem
ic, v
isual
, pho
nic
know
ledg
e &
kno
wle
dge
of
prefi
xes &
suffi
xes t
o sp
ell &
edi
t w
ords
Use
s gra
mm
atica
l fea
ture
s suc
h as
pro
noun
s, co
njun
ction
s &
conn
ectiv
es to
acc
urat
ely
link
idea
s & in
form
ation
.
Cons
olid
ates
han
dwriti
ng th
at is
co
nsist
ent i
n fo
rm
Literacy Continuum
Aspects of Writing7
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 3(11th Cluster)
Writ
es c
oher
ent,
stru
ctur
ed te
xts
for a
rang
e of
pur
pose
s &
cont
exts
Delib
erat
ely
stru
ctur
es la
ngua
ge
in a
way
that
cre
ates
mor
e co
hesiv
e im
agin
ative
, in
form
ative
& p
ersu
asiv
e te
xts
Show
s aw
aren
ess o
f acc
urat
ely
ackn
owle
dgin
g so
urce
s in
rele
vant
text
s
Refin
es w
riting
in re
spon
se to
fe
edba
ck
Sele
cts a
ppro
pria
te la
ngua
ge fo
r pu
rpos
e, e
g: d
escr
iptiv
e,
pers
uasiv
e, to
pic,
tech
nica
l, ev
alua
tive,
em
otive
, & c
ollo
quia
l
Use
s top
ic se
nten
ces a
nd
appr
opria
tely
org
anise
s mai
n &
su
bord
inat
e id
eas
Expe
rimen
ts w
ith u
sing
com
plex
pu
nctu
ation
to e
ngag
e th
e re
ader
& a
chie
ve p
urpo
se.
Appl
ies k
now
ledg
e of
ge
nera
lisati
ons,
mea
ning
s of
base
wor
ds &
wor
d pa
rts
(pre
fixes
& su
ffixe
s) to
spel
l new
w
ords
.
Writ
es fl
uent
ly w
ith a
ppro
pria
te
size,
slop
e &
spac
ing.
Use
s wor
d pr
oces
sing
prog
ram
s co
nfide
ntly
& a
ccur
atel
y,
inte
grati
ng v
ario
us fu
nctio
ns
Plan
s & d
esig
ns m
ore
com
plex
m
ulti
mod
al te
xts
Literacy Continuum
Aspects of Writing8
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Mid-End St 3(12th Cluster)
Writ
es su
stai
ned
text
s for
a w
ide
rang
e of
pur
pose
s
Mak
es c
hoic
es a
bout
the
type
&
form
of t
exts
, inc
ludi
ng
com
bina
tions
of f
orm
s & ty
pes,
to su
it pu
rpos
e &
aud
ienc
e
Crea
tes w
ell p
lann
ed, e
xten
ded
text
s tha
t inc
lude
mor
e co
mpl
ex
& d
etai
led
subj
ect m
atter
&
lang
uage
feat
ures
such
as
nom
inal
isatio
n
Criti
cally
refle
cts o
n eff
ectiv
enes
s of
ow
n/ot
hers
’ writi
ng &
seek
s &
resp
onds
to fe
edba
ck fr
om
othe
rs.
Sele
cts s
ome
soph
istica
ted
& su
btle
la
ngua
ge fe
atur
es, l
itera
ry d
evic
es
(eg:
iron
y, h
umou
r) &
gra
mm
atica
l fe
atur
es (e
g: m
odal
ity) t
o en
gage
&
influ
ence
an
audi
ence
.
Mak
es se
nten
ce le
vel c
hoic
es (e
g:
shor
t sen
tenc
es to
bui
ld te
nsio
n;
com
plex
sent
ence
s to
add
deta
il)
usin
g a
varie
ty o
f sen
tenc
e be
ginn
ings
& d
epen
dent
cla
uses
.
Use
s a ra
nge
of p
unct
uatio
n to
en
hanc
e m
eani
ng &
cla
rity,
incl
udin
g th
e us
e of
bra
cket
s to
encl
ose
addi
tiona
l inf
orm
ation
, quo
tatio
n m
arks
& c
omm
as to
indi
cate
cla
uses
.
Inte
grat
es a
rang
e of
spel
ling
stra
tegi
es &
con
venti
ons t
o ac
cura
tely
spel
l mos
t wor
ds,
incl
udin
g w
ords
of m
any
sylla
bles
.
Use
s visu
als t
o ex
tend
or c
larif
y m
eani
ng, s
elec
ts fr
om a
rang
e of
m
edia
& e
xper
imen
ts c
reati
vely
with
th
e pr
oduc
tion
of m
ultim
odal
text
s fo
r aud
ienc
e im
pact
Literacy Continuum
Comprehension1
involves responding to, interpreting, analysing and evaluating texts.
Cluster 1(Beg ES1)
Cluster 2(Beg ES1)
Cluster 3(Mid ES1)
Resp
onds
to st
orie
s rea
d al
oud/
view
ed b
y co
nnec
ting
info
rmati
on a
nd e
vent
s to
pers
onal
exp
erie
nces
Rete
lls so
me
even
ts in
fam
iliar
st
orie
s
Give
s a se
quen
ced
rete
ll of
a
stor
y (w
hen
prom
pted
).
Reca
lls so
me
deta
ils fr
om
illus
trati
ons i
n a
stor
y bo
ok.
Pred
icts
a p
laus
ible
nex
t eve
nt
in a
stor
y.
Is b
egin
ning
to a
naly
se a
nd e
valu
ate
stor
ies r
ead
and
view
ed b
y pr
ovid
ing
and
justi
fyin
g a
pers
onal
opi
nion
.
Talk
s abo
ut in
form
ation
in
fact
ual t
exts
.
Prov
ides
a li
tera
l exp
lana
tion
whe
n as
ked
an in
fere
ntial
qu
estio
n.
Give
s an
unpr
ompt
ed se
quen
ced
rete
ll of
a st
ory
that
incl
udes
the
begi
nnin
g, m
iddl
e an
d en
d.
Reca
lls m
any
deta
ils fr
om
illus
trati
ons i
n a
stor
y bo
ok.
Build
s mea
ning
in fa
ctua
l tex
ts
by u
sing
illus
trati
ons.
Literacy Continuum
Comprehension2
involves responding to, interpreting, analysing and evaluating texts.
Cluster 4(End ES1)
Cluster 5(Beg St 1)
Cluster 6(Mid St 1)
Inte
rpre
ts m
eani
ng b
y an
swer
ing
an in
fere
ntial
qu
estio
n co
rrec
tly.
Resp
onds
to o
vera
ll m
eani
ng in
na
rrati
ve a
nd fa
ctua
l tex
ts b
y ta
lkin
g ab
out t
he c
entr
al th
emes
.
Cons
truc
ts m
eani
ng fr
om te
xts b
y m
akin
g co
nnec
tions
bet
wee
n pr
int,
illus
trati
ons a
nd d
iagr
ams.
Anal
yses
and
eva
luat
es a
cha
ract
er’s
ac
tions
or e
vent
s in
a st
ory
thro
ugh
disc
ussio
n.
Build
s und
erst
andi
ngs o
f a to
pic
by
iden
tifyi
ng k
ey fa
cts i
n te
xts i
n pr
int
and
on sc
reen
.
Resp
onds
to q
uesti
ons a
bout
a c
hara
cter
’s
actio
ns, q
ualiti
es, c
hara
cter
istics
and
m
otive
s by
expr
essin
g an
opi
nion
abo
ut th
e ch
arac
ter.
Build
s und
erst
andi
ng b
y in
terp
retin
g an
d di
scus
sing
infe
rred
mea
ning
s.
Inte
rpre
ts in
form
ation
in fa
ctua
l tex
ts b
y us
ing
title
pag
e, c
onte
nts p
age
and
com
pute
r soft
war
e m
enu
to lo
cate
spec
ific
info
rmati
on.
Rete
lls a
nd re
spon
ds to
inci
dent
s fro
m a
st
ory
book
or fi
lm w
ith a
tten
tion
to p
lot
elem
ents
such
as s
etting
, cha
ract
er, c
onfli
ct
and
reso
lutio
n.
Build
s und
erst
andi
ng o
f med
ia te
xts
by d
iscus
sing
diffe
rent
inte
rpre
tatio
ns
of th
e on
e te
xt.
Show
s aw
aren
ess t
hat i
nfor
mati
on a
bout
on
e to
pic
can
be so
ught
from
a n
umbe
r of
sour
ces.
e.g
. gra
phs,
pos
ters
, ref
eren
ce
text
s, w
ebsit
es.
Anal
yses
and
eva
luat
es a
ch
arac
ter’s
acti
ons/
moti
ves i
n a
stor
y.
LiteracyContinuum
Comprehension3
involves responding to, interpreting, analysing and evaluating texts.
Mid-End S1(7th Cluster)
End S1(8th Cluster)
Resp
onds
to te
xts b
y re
ferr
ing
to
prio
r exp
erie
nces
.
Resp
onds
to a
nd a
naly
ses a
text
by
disc
ussin
g a
poin
t of v
iew
pr
esen
ted
in th
e te
xt.
Anal
yses
and
eva
luat
es h
ow
visu
al im
ages
supp
ort p
rint t
o cr
eate
mea
ning
in te
xts.
Inte
rpre
ts a
nd re
spon
ds to
text
s by
skim
min
g an
d sc
anni
ng to
con
firm
pr
edic
tions
and
ans
wer
que
stion
s po
sed
by se
lf an
d ot
hers
whi
le
read
ing.
Refe
rs to
prio
r kno
wle
dge
and
expe
rienc
es to
bui
ld
unde
rsta
ndin
g of
a te
xt.
Justi
fies p
redi
ction
s abo
ut
secti
ons o
f a te
xt.
Build
s und
erst
andi
ng o
f a te
xt b
y us
ing
know
ledg
e of
text
or
gani
satio
n an
d fe
atur
es, e
.g.
refe
rrin
g to
hea
ding
s to
loca
te
Draw
s con
clus
ions
by
usin
g cl
ues
in a
text
.
Iden
tifies
mor
e th
an o
ne
pers
pecti
ve o
r poi
nt o
f vie
w
whe
n re
spon
ding
to q
uesti
ons
abou
t tex
ts.
Artic
ulat
es th
e m
ain
idea
and
pr
ovid
es a
synt
hesis
ed re
tell
that
ca
ptur
es k
ey e
vent
s in
text
s.
Exem
plifi
es d
escr
iptiv
e w
ords
or
sequ
ence
s of i
nfor
mati
on a
nd
idea
s in
text
s by
crea
ting
men
tal
imag
es.
Literacy Continuum
Comprehension4
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 2(9th Cluster)
Mid-End St 2(10th Cluster)
Build
s und
erst
andi
ng d
urin
g re
adin
g by
disc
ussin
g po
ssib
le c
onse
quen
ces
of a
ction
s and
eve
nts
Inte
rpre
ts te
xts b
y re
cogn
ising
& d
iscus
sing
the
diffe
renc
e be
twee
n lit
eral
& in
ferr
ed
mea
ning
in re
latio
n to
info
rmati
on,
char
acte
ristic
s & e
vent
s
Build
s und
erst
andi
ng a
bout
the
mea
ning
of a
text
by
activ
ely
seek
ing
info
rmati
on fr
om d
iffer
ent p
arts
of a
te
xt
Show
s an
awar
enes
s thr
ough
di
scus
sion
that
text
s can
pre
sent
di
ffere
nt p
ersp
ectiv
es
Anal
yses
the
way
s ide
as &
in
form
ation
are
pre
sent
ed b
y m
akin
g co
mpa
rison
s bet
wee
n te
xts
Iden
tifies
and
inte
rpre
ts m
ain
idea
s an
d im
port
ant i
nfor
mati
on in
a te
xt to
pr
ovid
e an
acc
urat
e re
tell
of a
text
Anal
yses
a te
xt b
y di
scus
sing
visu
al,
aura
l and
writt
en te
chni
ques
use
d in
th
e te
xt
Build
s und
erst
andi
ng a
bout
the
mea
ning
of a
text
by
iden
tifyi
ng &
di
scus
sing
text
org
anisa
tion
&
feat
ures
eg:
coh
esiv
e lin
ks
Inte
rpre
ts te
xts b
y in
ferr
ing
conn
ectio
ns, c
ause
s & c
onse
quen
ces
durin
g re
adin
g
Resp
onds
to &
inte
rpre
ts te
xts b
y di
scus
sing
the
diffe
renc
es b
etw
een
liter
al &
infe
rred
mea
ning
s
Inte
rpre
ts th
e te
xt b
y se
ekin
g fu
rthe
r in
form
ation
in o
ther
secti
ons o
f a
text
or i
n di
ffere
nt te
xts
Iden
tifies
the
way
s tex
ts p
rese
nt
diffe
rent
per
spec
tives
Eval
uate
s tex
t acc
urac
y an
d cr
edib
ility
by
com
parin
g te
xts o
n a
simila
r top
ic
Anal
yses
& e
valu
ates
the
rela
tive
impo
rtan
ce o
f key
idea
s and
in
form
ation
in a
text
to st
ruct
ure
an
over
view
Resp
onds
to &
ana
lyse
s tex
ts b
y di
scus
sing
the
way
s lan
guag
e st
ruct
ures
& fe
atur
es sh
ape
mea
ning
Resp
onds
to &
inte
rpre
ts te
xts b
y in
tegr
ating
sour
ces o
f inf
orm
ation
in
text
s
Literacy Continuum
Comprehension5
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 3(11th cluster)
Mid-End St 3(12th Cluster)
Anal
yses
& e
valu
ates
the
way
s th
at in
fere
nce
is us
ed in
a te
xt to
bu
ild u
nder
stan
ding
Re-e
xam
ines
secti
ons o
f tex
ts fo
r ev
iden
ce to
supp
ort
inte
rpre
tatio
ns a
nd o
pini
ons
Eval
uate
s a p
erso
nal i
nter
pret
ation
of
a te
xt b
y cr
itica
lly re
-exa
min
ing
evid
ence
with
in th
e te
xt
Resp
onds
to th
emes
and
issu
es
evid
ent i
n te
xts t
hat p
rese
nt d
iffer
ent
pers
pecti
ves o
n a
give
n to
pic
or
diffe
rent
poi
nts o
f vie
w in
a te
xt
Anal
yses
text
s to
expl
ain
and
com
pare
how
aud
ienc
e, p
urpo
se a
nd
cont
ext i
nflue
nce
text
s
Criti
cally
ana
lyse
s & in
terp
rets
a te
xt
to c
reat
e a
sum
mar
y th
at
dem
onst
rate
s an
unde
rsta
ndin
g of
th
e di
ffere
nt v
iew
s & v
alue
s
Anal
yses
and
resp
onds
to la
ngua
ge
and
gram
mati
cal t
echn
ique
s use
d to
in
fluen
ce a
n au
dien
ce
Anal
yses
& c
ompa
res h
ow
info
rmati
on &
idea
s are
pre
sent
ed in
a
rang
e of
text
s on
the
one
topi
c
Inte
rpre
ts &
criti
cally
ana
lyse
s tex
ts
by re
spon
ding
to in
ferr
ed m
eani
ng
with
in a
text
& ju
stify
ing
inte
rpre
tatio
ns u
sing
evid
ence
Rein
terp
rets
idea
s & is
sues
by
crea
ting
inno
vativ
e pe
rson
al
resp
onse
s to
idea
s & is
sues
in li
tera
ry
text
s thr
ough
ora
l, dr
amati
c, w
ritten
Cr
itica
lly a
naly
ses a
wid
e ra
nge
of
imag
inati
ve, i
nfor
mati
ve &
per
suas
ive
text
s in
diffe
rent
form
s to
com
pare
ho
w id
eas a
re p
rese
nted
Expl
ains
how
text
s can
be
inte
rpre
ted
from
a v
arie
ty o
f per
spec
tives
by
disc
ussin
g th
e w
ays
that
diff
eren
t vi
ews &
val
ues a
re p
rese
nted
Inte
rpre
ts te
xts b
y id
entif
ying
&
disc
ussin
g m
ultip
le p
urpo
ses w
ithin
th
e sa
me
text
Inte
rpre
ts &
ana
lyse
s sev
eral
diff
eren
t te
xts o
n on
e to
pic
to p
rese
nt a
su
mm
ary
of in
form
ation
& id
eas t
hat
show
an
unde
rsta
ndin
g of
the
topi
cAn
alys
es te
xts t
o co
mpa
re h
ow
lang
uage
stru
ctur
es &
feat
ures
are
us
ed to
pos
ition
the
read
ers &
vi
ewer
sAn
alys
es &
eva
luat
es h
ow w
ritten
in
form
ation
& v
isual
imag
es sh
ape
mea
ning
by
com
parin
g te
xts o
n th
e sa
me
topi
c
Literacy Continuum
Reading Texts1
involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.
Cluster 1(Beg ES1)
Cluster 2(Beg ES1)
Reco
gnise
s ow
n na
me
Enga
ges i
n sh
ared
read
ing
of
fam
iliar
text
s with
repe
ated
la
ngua
ge p
atter
ns
Spen
ds ti
me
look
ing
at b
ooks
an
d ot
her p
rint m
ater
ial
Tells
a st
ory
base
d on
pic
ture
s or
nam
es p
ictu
res
Attem
pts t
o re
ad w
ords
in th
e en
viro
nmen
t eg
: bill
boar
ds,
signs
Read
s one
or t
wo
wor
ds in
en
viro
nmen
tal p
rint/
text
s.
Read
s som
e w
ords
in a
sent
ence
co
rrec
tly.
Hold
s a b
ook
the
right
way
up.
Iden
tifies
writi
ng.
Poin
ts to
wor
ds u
sing
one-
to-o
ne
corr
espo
nden
ce w
hen
‘read
ing’
.
Read
s som
e hi
gh fr
eque
ncy
wor
ds c
orre
ctly
in si
mpl
e,
pred
icta
ble
text
s, e.
g. m
y, I.
Begi
ns to
read
with
flue
ncy
and
rhyt
hm w
hen
text
and
imag
e pl
acem
ent a
re c
onsis
tent
.
Literacy Continuum
Reading Texts2
involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.
Cluster 3(Mid ES1)
Cluster 4(End ES1)
Cluster 5(Beg St 1)
Rea
ds o
ne o
r mor
e se
nten
ces
corr
ectly
in e
nviro
nmen
tal
prin
t/tex
ts.
Rea
ds o
ne o
r mor
e se
nten
ces
corr
ectly
in a
pic
ture
sto
ry b
ook.
Use
s co
ntex
t to
pred
ict m
eani
ng in
te
xts
and
supp
lem
ent d
ecod
ing
atte
mpt
s.
Rea
ds w
ords
usi
ng k
now
n le
tter/s
ound
rela
tions
hips
.
Rea
ds a
num
ber o
f ‘ea
sy’ t
exts
with
an
incr
easi
ng n
umbe
r of h
igh
frequ
ency
w
ords
and
illu
stra
tions
that
pro
vide
hig
h su
ppor
t.
Beg
ins
to d
evel
op fl
uenc
y an
d un
ders
tand
ing
by re
visi
ting
fam
iliar
te
xts.
Rea
ds a
ll or
mos
t of a
mor
e ch
alle
ngin
g st
ory
book
.
Mai
ntai
ns fl
uenc
y w
hen
read
ing
text
s w
ith v
arie
d an
d irr
egul
ar te
xt
and
imag
e pl
acem
ent.
Pau
ses
or h
esita
tes
whe
n m
eani
ng
is d
isru
pted
whe
n re
adin
g.
Rea
ds a
loud
with
incr
easi
ngly
ap
prop
riate
pitc
h, in
tona
tion
and
fluen
cy. (
RR
leve
l 5-8
).
Rea
ds te
xts
with
var
ied
and
long
er
sent
ence
pat
tern
s an
d se
vera
l lin
es
of te
xt p
er p
age.
Dem
onst
rate
s in
crea
sed
fluen
cy b
y re
cogn
isin
g an
d de
codi
ng w
ords
au
tom
atic
ally
whe
n re
adin
g fa
mili
ar
text
s.
Rec
ogni
ses
whe
n m
eani
ng is
di
srup
ted
and
atte
mpt
s to
sel
f-co
rrec
t whe
n re
adin
g.
Rea
ds fl
uent
ly a
nd a
ccur
atel
y w
ith
atte
ntio
n to
pun
ctua
tion.
Literacy Continuum
Reading Texts3
involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.
Cluster 6(Mid St 1)
Late St 1(7th Cluster)
End St 1(8th Cluster)
Und
erst
ands
that
pat
hway
s fo
r re
adin
g lit
erar
y, fa
ctua
l and
scr
een
text
s ca
n be
nav
igat
ed in
diff
eren
t w
ays.
Sel
f-cor
rect
s w
hen
mea
ning
is
disr
upte
d e.
g. b
y pa
usin
g,
repe
atin
g w
ords
and
phr
ases
, re
read
ing
and
read
ing
on.
Rea
ds a
loud
with
flue
ncy
and
phra
sing
, ad
just
ing
pace
, vol
ume,
pitc
h an
d pr
onun
ciat
ion
to e
nhan
ce m
eani
ng a
nd
expr
essi
on (R
R le
vel 1
6-18
).
Und
erst
ands
how
to ‘r
ead’
text
feat
ures
su
ch a
s ill
ustra
tions
, dia
gram
s, ta
bles
, m
aps
and
grap
hs to
enh
ance
mea
ning
.
Aut
omat
ical
ly in
tegr
ates
a ra
nge
of
info
rmat
ion
e.g.
mea
ning
, gra
mm
ar a
nd
lette
r/sou
nd re
latio
nshi
ps to
read
in a
ph
rase
d an
d flu
ent w
ay.
Kno
ws
that
lite
rary
, fac
tual
and
sc
reen
text
s ne
ed to
be
‘read
’ in
diffe
ring
way
s.
Res
pond
s to
pun
ctua
tion
and
adju
sts
expr
essi
on to
enh
ance
m
eani
ng w
hen
read
ing
alou
d.
Rea
ds in
crea
sing
ly c
ompl
ex te
xts
with
less
fam
iliar
con
tent
and
vo
cabu
lary
and
mor
e ex
tend
ed
desc
riptio
ns.
Eng
ages
with
bot
h lit
erar
y an
d fa
ctua
l tex
ts o
f inc
reas
ing
leng
th
and
diffi
culty
for l
onge
r per
iods
of
time
(at l
east
10
min
utes
).
‘Rea
ds’ t
exts
in d
iffer
ent w
ays
to
mee
t a ra
nge
of re
adin
g pu
rpos
es.
Inde
pend
ently
mon
itors
read
ing
by
usin
g a
varie
ty o
f sel
f-cor
rect
ion
stra
tegi
es to
mai
ntai
n m
eani
ng.
Literacy Continuum
Reading Texts4
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Beg-Mid St 2(9th Cluster)
Mid-End St 2(10th Cluster)
Read
s for
sust
aine
d pe
riods
(15-
20
min
utes
) & su
stai
ns u
nder
stan
ding
in
long
er te
xts o
ver ti
me
eg:
read
ing
shor
t nov
els o
ver s
ever
al d
ays
Use
s visu
al re
pres
enta
tions
eg:
ph
otos
, tab
les,
cha
rts t
o en
hanc
e m
eani
ng w
hen
read
ing
fact
ual
text
s
Sele
cts a
nd u
ses t
he m
ost
effec
tive
wor
d id
entifi
catio
n st
rate
gy to
mai
ntai
n flu
ency
and
m
eani
ng
Dem
onst
rate
s an
awar
enes
s of h
ow
to u
se sk
imm
ing
and
scan
ning
and
te
xt fe
atur
es s
uch
as su
bhea
ding
s to
loca
te sp
ecifi
c in
form
ation
Use
s scr
een
navi
gatio
n fe
atur
es
whe
n re
adin
g an
d vi
ewin
g in
tern
et te
xts
Read
s sho
rt n
ovel
s with
min
imal
ill
ustr
ation
, unf
amili
ar c
onte
nt,
setti
ngs &
cha
ract
ers a
nd c
halle
ngin
g an
d un
usua
l voc
abul
ary
Adju
sts r
ate
of re
adin
g to
suit
text
com
plex
ity a
nd re
adin
g pu
rpos
e
Use
s mor
e so
phisti
cate
d w
ord
iden
tifica
tion
stra
tegi
es to
mai
ntai
n w
ord
& se
nten
ce le
vel fl
uenc
y &
cr
eate
mea
ning
eg:
use
of
hom
onym
, syl
labi
ficati
on, a
nalo
gy
Use
s top
ic k
now
ledg
e,
voca
bula
ry k
now
ledg
e &
con
text
to
read
unk
now
n w
ords
whe
n en
gagi
ng w
ith su
bjec
t tex
ts
Choo
ses a
read
ing
path
app
ropr
iate
to
the
text
(lite
rary
, fac
tual
, el
ectr
onic
) & n
avig
ates
mul
timod
al
text
s app
ropr
iate
to th
e pu
rpos
e
Literacy Continuum
Reading Texts5
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Beg-Mid St 2(11th Cluster)
Mid-End St 2(12th Cluster)
Read
s for
sust
aine
d pe
riods
(20-
30
min
s) &
sust
ains
und
erst
andi
ng in
lo
nger
text
s ove
r tim
e e
g: r
eadi
ng
shor
t nov
els o
ver s
ever
al d
ays
Confi
dent
ly e
ngag
es w
ith a
wid
e ra
nge
of a
uthe
ntic
text
s eg
: new
spap
ers,
TV
docu
men
tarie
s, w
ebsit
es &
cho
oses
re
adin
g pa
thw
ays a
ppro
pria
te to
the
purp
ose
for r
eadi
ng/v
iew
ing
Mon
itors
read
ing
for a
ccur
acy
&
mea
ning
& a
djus
ts re
adin
g w
hen
diffi
culti
es a
re e
ncou
nter
ed e
g: a
djus
ts
spee
d, re
read
s & a
tten
ds to
mos
t im
port
ant i
nfor
mati
on
Man
ipul
ates
mul
tiple
text
s tha
t inc
lude
a
var
iety
of p
urpo
ses &
mod
es to
lo
cate
info
rmati
on fo
r a sp
ecifi
c pu
rpos
e
Use
s tex
t nav
igati
on sk
ills s
uch
as
skim
min
g &
scan
ning
to e
ffici
ently
lo
cate
spec
ific
info
rmati
on in
lit
erar
y, fa
ctua
l & e
lect
roni
c te
xts
Read
s inc
reas
ingl
y lo
nger
nov
els
and
subj
ect t
exts
usin
g a
rang
e of
eff
ectiv
e w
ord
iden
tifica
tion
stra
tegi
es to
mai
ntai
n m
eani
ng
Read
s, v
iew
s & u
ses a
wid
e va
riety
of
liter
ary
& fa
ctua
l prin
t & e
lect
roni
c te
xts w
ith in
crea
sing
auto
nom
y eg
: ex
tend
ed n
ovel
s & in
form
ation
al te
xts,
vi
deo
docu
men
tarie
s, m
ultim
edia
&
perf
orm
ance
text
s, g
raph
ic m
ater
ial
Read
s mor
e de
man
ding
subj
ect
text
s tha
t hav
e in
crea
sing
leve
ls of
te
chni
calit
y an
d ab
stra
ction
Mon
itors
read
ing
for a
ccur
acy
&
mea
ning
by
sele
cting
& u
sing
appr
opria
te h
ighe
r ord
er w
ord
iden
tifica
tion
skill
s suc
h as
kno
wle
dge
of w
ord
orig
ins
Confi
dent
ly a
djus
ts th
e ch
osen
re
adin
g/vi
ewin
g pa
thw
ay to
ach
ieve
th
e in
tend
ed p
urpo
se in
lite
rary
&
fact
ual p
rint,
elec
tron
ic &
mul
timod
al
text
s
