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.

To identify items belonging to a specified subordinate category e.g. farm or zoo animals.

To correctly generate items that belong within a specified category.

To provide multiple examples of items from a specified category.

To provide multiple examples from a specified category, including items from subordinate categories.

To label the categories within which items belong.

Comparisons

To correctly describe concrete differences between objects (i.e. differences in colour, shape, size, parts or materials).

To correctly describe abstract differences between objects (i.e. differences in location, function or category).

To correctly describe concrete similarities between objects (i.e. similarities in colour, shape, size, parts or materials).

To correctly describe abstract similarities between objects (i.e. similarities in location, function or category).

Associations

To match items that belong together e.g. shoe and sock, knife and fork.

To generate an item that is associated with a specified object and to explain their relationship.

To complete concrete analogies e.g. “Bird is to a nest as dog is to a …”

Descriptions

To describe the function of an object.

To describe a concrete attribute of an object (either size, colour or part).

To describe objects according to their concrete features (i.e. colour, shape, size, parts and materials) after modelling.

To describe objects according to their concrete features (i.e. colour, shape, size, parts and materials).

To describe objects according to their abstract features (i.e. location, function and category) after modelling.

To describe objects according to their abstract features (i.e. location, function and category).

Definitions

To correctly define familiar, concrete nouns e.g. chair, dog.

To correctly define abstract nouns e.g. feelings.

Figurative Language

To explain common idioms e.g. “What does it’s raining cats and dogs mean?”

Word Knowledge

To demonstrate an awareness of synonyms.

To generate synonyms for words.

To demonstrate an awareness of antonyms.

To generate antonyms for words.

To provide multiple definitions for homonyms.

Examples of Syntax Goals (Updated 2012)

Earliest Syntactic Goals (i.e. Kindy):

To combine two main ideas within an utterance e.g. adjective + noun (“big house”) or noun + verb (“mummy eat”).

To combine three main ideas within an utterance e.g. noun + verb + object (“mummy eat apple”).

To produce complete basic sentence structures (i.e. subject + verb + object) e.g. “The girl is eating a lolly”.

Possessive Nouns To correctly use possessive nouns to indicate ownership e.g. “Mummy’s hat” and “the boy’s shoe”.

Please note, students must be able to articulate the ‘s’ and ‘z’ sounds at the end of words to achieve this goal.

Pronouns To correctly use personal pronouns, specifically ‘I’ and ‘me’

To correctly use personal pronouns, specifically my’ and ‘mine’.

To correctly use subjective pronouns, specifically ‘he’ and ‘she’.

To correctly use subjective pronouns, specifically ‘they’, ‘we’ and ‘you’

To correctly use the subjective pronoun ‘it’.

To correctly use objective pronouns, specifically ‘him’ and ‘her’.

To correctly use objective pronouns, specifically ‘them’.

To correctly use possessive pronouns, specifically ‘his’ and ‘her’.

To correctly use the possessive pronoun ‘their’.

To correctly use the possessive pronoun ‘its’.

Plurals

To correctly use regular plurals e.g. ‘cups’ and ‘lollies’.

Please note, students must be able to articulate the ‘s’ and ‘z’ sounds at the end of words to achieve this goal.

To correctly use irregular plurals e.g. ‘mice’ and ‘children’.

To correctly and consistently use a variety of irregular plurals e.g. ‘mice’, ‘children’, and ‘sheep’.

Articles

To correctly use the indefinite articles ‘a’ and ‘an’ within phrases.

To correctly use the definite article ‘the’ within phrases.

Auxiliaries (helping verbs) To develop the use of present tense auxiliaries, specifically ‘am’, ‘is’ and ‘are’. (E.g. “I am running”, “he is running”, “they are running”).

To develop the use of more sophisticated auxiliaries, specifically ‘have’, ‘has’ and ‘had’. (E.g. “I have finished”, “he has finished”, “they had finished”).

Present Tense (Present Participle Verbs)

To correctly use present tense verbs (-ing words) e.g. ‘eating’, ‘running’.

Past Tense Verbs

To correctly use regular past tense verbs (-ed) e.g. ‘played’, ‘looked’.

To correctly use irregular past tense verbs e.g. ‘drew’, ‘ate’ and ‘got’.

To correctly and consistently use a variety of irregular past tense verbs e.g. ‘caught’, ‘took’, ‘got’, ‘broke’, and ‘ran’.

Future Tense Verbs

To correctly use the words ‘will’, ‘will be’ and ‘going to’ to mark the future tense.

Coordinating conjunctions (joining words)

To correctly use ‘and’ to join two nouns within a phrase e.g. “The cat and dog”.

To correctly use ‘and’ to join sentences e.g. “The boy was running and the girl was skipping”.

To correctly use ‘and then’ to join sentences e.g. “The boy was running and then he fell over”.

To correctly use ‘but’ to join sentences e.g. “The girl wanted to play outside but it was raining”.

Subordinating conjunctions (joining words)

To correctly use the joining words ‘because’ and ‘so’ within sentences e.g. “The boy was thirsty so he had a drink”.

To correctly use complex joining words within sentences e.g. ‘before’, ‘after’, ‘when’ and ‘while’.