stagethree2015.weebly.comstagethree2015.weebly.com/.../4/7/7/1/47715441/best_st… · Web viewReading Texts. Level. Cluster 1. Cluster 2. Cluster 3. Student Names. Level. Cluster

Reading TextsLevel Cluster 1 Cluster 2 Cluster 3

Student NamesLevel Cluster 1 Cluster 2 Cluster 3

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2nd cluster (BS 1)* Reads one or two words in environmental print/texts.*Reads some words in a sentence correctly.*Holds a book the right way up.Differentiates between writing and pictures.*Points to words using one-to-one correspondence when 'reading'.*Reads some high frequency words correctly in simple, predictable texts, e.g. my, I. *Begins to read with fluency and rhythm when text and image placement are consistent.

3rd cluster(BS 2)*Reads one or more sentences correctly in environmental print/texts. Reads one or more sentences correctly in a simple book.*Uses context to predict meaning in texts and supplement decoding attempts.*Reads words using known letter/sound relationships.*Reads a number of 'easy' texts with an increasing number of high frequency words and illustrations that provide high support.*Begins to develop fluency and understanding by revisiting familiar texts.

4th cluster (BS 3)*Reads all or most of a more challenging story book.*Maintains fluency when reading texts with varied and irregular text and image placement.*Pauses or hesitates when meaning is disrupted when reading.*Reads aloud with increasingly appropriate pitch, intonation and fluency (RR level 5-8).

Level Cluster 4 Cluster 5 Cluster 6Student Names

Level Cluster 4 Cluster 5 Cluster 6Where

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5th cluster*Reads texts with varied and longer sentence patterns and several lines of text per page.*Demonstrates increased fluency by recognising and decoding words automatically when reading familiar texts.*Recognises when meaning is disrupted and attempts to self-correct when reading.*Reads fluently and accurately with attention to punctuation.

6th cluster*Understands that pathways for reading literary, factual and screen texts can be navigated in different ways.*Self-corrects when meaning is disrupted e.g. by pausing, repeating words and phrases, rereading and reading on.*Reads aloud with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expressions (RR level 16-18).

7th cluster*Understands text features such as illustrations, diagrams, tables, maps and graphs to enhance meaning.*Automatically integrates a range of information e.g. meaning, grammar and letter/sound relationships to read in a phrased and fluent way.*Knows that literary, factual and screen texts need to be 'read in differing ways.*Responds to punctuation and adjusts expression to enhance meaning when reading aloud.



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8th cluster*Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions.*Engages with both literary and factual texts of increasing length and difficulty for longer periods of time (at least 10 minutes).

9th Cluster*Reads for sustained periods (15-20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.*Uses visual representations, e.g. photographs, tables, charts to enhance meaning when reading factual texts.

Cluster 10* Reads short novels with minimal illustration, unfamiliar content, settings and characters and challenging and unusual vocabulary.* Adjusts rate of reading to suit text complexity and reading purpose.* Uses more sophisticated word identification

*'Reads' texts in different ways to meet a range of reading purposes.*Independently monitors reading by using a variety of self-correction strategies to maintain meaning.

*Selects and uses the most effective word identification strategy to maintain fluency and meaning.*Demonstrates an awareness of how to use skimming/ scanning and text features such as subheading s to locate specific information.*Uses screen navigation features when reading and viewing Internet texts.

strategies to maintain word and sentence level fluency and create meaning, e.g. use of homonym, syllabification, analogy* Uses topic knowledge, vocabulary knowledge and context to read unknown words when engaging with subject texts.* Chooses a reading path appropriate to the text (literary, factual, electronic) and navigates multimodal texts appropriate to the purpose.



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Cluster 11* Reads for sustained periods (20-30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.* Confidently engages with a wide range of authentic texts, e.g. newspapers, TV documentaries, websites and chooses reading pathways appropriate to the purpose for reading/viewing.* Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and attends to most important information.* Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose.* Uses text navigation skills such as skimming and scanning to efficiently locate specific information in literary, factual and electronic texts

Cluster 12* Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.* Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended novels and information texts, video documentaries, multimedia and performance texts, graphic material.* Reads more demanding subject texts that have increasing levels of technicality and abstraction.* Monitors reading for accuracy and meaning selecting and using appropriate higher order word identification skills such as knowledge of word origins and analogy.* Confidently adjusts the chosen reading/viewing pathway to achieve the intended purpose in literary and factual, print, electronic and multimodal texts.

Cluster 13* Reads for sustained periods (30+minutes) and maintains meaning in longer texts or across a variety of texts on a single topic over time.* Adjusts reading rate appropriate to subject content and purpose.* Applies technical vocabulary and content knowledge to create meaning when reading subject texts of increasing abstraction.* Selects and reads texts in ways that best meet requirements of task.* Uses multiple reading pathways in a range of complex texts to locate and assemble information.* Applies and further develops monitoring and self-correcting strategies in subject contexts.* Applies and further develops fluent and expressive reading skills in subject contexts.



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Cluster 14* Reads a wide range of increasingly complex subject texts for sustained periods.* Selects suitable reading pathways to engage with new content.* Identifies multiple purposes for which texts are constructed.

Cluster 15* Independently selects and reads an increasing volume and range of complex texts.* Strategically navigates texts with speed and efficiency.

Cluster 16* Strategically navigates an extensive volume of texts for a complex task.

ComprehensionLevel Cluster 1 Cluster 2 Cluster 3


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2nd cluster(BS 1)* Gives a sequenced retell of a story when prompted. Recalls some details from illustrations in a story book. Predicts a plausible next event in a story.* Is beginning to analyse and evaluate stories read and viewed by providing and justifying a personal opinion.* Talks about information in factual texts.

3rd cluster (BS 2)* Begins to understand inferred meaning. Gives an unprompted sequenced retell of a story that includes the beginning, middle and end. Recalls many details from illustrations in a story book.*Builds meaning in factual texts by using illustrations.

4th cluster(BS 3) * Interprets meaning by answering an inferential question correctly.*Responds to overall meaning in literary and factual texts by talking about the central themes.*Constructs meaning from texts by making connections between print, illustrations and diagrams. *Analyses and evaluates a character's actions or events in a story through discussion.*Builds understandings of a topic by identifying key facts in texts in print and onscreen.



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5th cluster*Responds to questions about a character's actions, qualities, and characteristics by expressing an opinion about the character.*Builds understanding by interpreting and discussing inferred meanings.*Interprets information in factual texts, e.g. using contents page and screen icons to locate specific information.

6th cluster*Retells and responds to incidents from a story book or film with attention to plot elements such as setting, character, conflict and resolution.*Builds understanding of how media texts can be interpreted.*Shows awareness that information about one topic can be sought from a number of sources, e.g. graphs, posters, reference texts, websites.*Analyses and evaluates a character's actions/motives in a story.

7th cluster*Responds to texts by referring to prior experiences.*Responds to and analyses a text by discussing a point of view presented in the text.*Interprets and responds to texts by skimming and scanning to confirm predictions and answer questions posed by self and others while reading.



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8th cluster*Refers to prior knowledge and experiences to build understanding of a text.*Justifies predictions about sections of a text.*Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings and subheadings to locate information.

9th Cluster*Builds understanding during reading by discussing possible consequences of actions and events.*Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to information, characteristics, events.*Builds understanding about the meaning of a text by actively seeking information from different parts

Cluster 10* Interprets text by inferring connections, causes and consequences during reading.* Responds to and interprets texts by discussing the differences between literal and inferred meanings.* Interprets the meaning of a text by seeking further information in other sections of a text or in

*Draws conclusions by using clues in a text.*Identifies more than one perspective or point of view when represented in texts.*Articulates the main idea and provides a synthesised retell that captures key events in texts.*Creates mental images to capture ideas.

of a text.*Shows an awareness through discussion that texts can present different perspectives.*Analyses the ways ideas and information are presented by making comparisons between texts.*Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text.*Analyses a text by discussing visual, aural and written techniques used in the text.*Builds understanding about the meaning of a text by identifying and discussing text organisation and features, e.g. cohesive links.

different texts.* Identifies ways texts present different perspectives.* Evaluates text accuracy and credibility by comparing texts on a similar topic.* Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview.* Responds to and analyses texts by discussing the ways language structures and features shape meaning.* Responds to and interprets texts by integrating sources of information in texts.



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Cluster 11* Analyses and evaluates the ways that inference is used in a text to build understanding.* Re-examines sections of texts for evidence to support interpretations and opinions.* Evaluates a personal interpretation of a text by critically re-examining evidence within the text.* Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text.* Analyses texts to explain and compare how audience, purpose and context influence texts.* Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented.* Analyses and responds to language and grammatical techniques used to influence an audience.* Analyses and compares how information and ideas are presented in a range of texts on the one topic.

Cluster 12* Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence.* Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations.* Critically analyses a wide range of imaginative, informative and persuasive texts in different forms to compare how ideas are presented.* Explains how texts can be interpreted from a variety of perspective s by discussing the ways that different views and values are presented.* Interprets texts by identifying and discussing multiple purposes within the same text.* Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an understanding of the topic.* Analyses texts to compare how language structures and features are used to position readers and viewers.* Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic.

Cluster 13* Applies comprehension strategies and skills including predicting, visualising, summarising, monitoring, questioning and making connections, to make meaning in subject contexts.* Explores, analyses and responds to ideas in imaginative, informative and persuasive texts.* Judges the value or effectiveness s of texts according to their purpose and subject matter.* Interprets and responds to points of view in texts with an awareness of underlying social, cultural and/or historical values.* Identifies different interpretations of and perspectives in texts.* Analyses and evaluates how texts are shaped by purpose, audience and context.* Identifies an author’s point of view with textual evidence.* Draws on knowledge of familiar types of text relevant to subjects to facilitate understanding of new texts.* Identifies and infers the meaning of imagery and symbolism in spoken, written, visual and multimodal texts.* Analyses and evaluates the impact of visual images on the meaning of texts.* Locates and synthesises information to draw conclusions from a variety of sources.



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Cluster 14* Consolidates an increasing repertoire of comprehension strategies.* Draws on widening personal and textual experience and knowledge to make meaning of texts.* Interprets texts that present challenging ideas and issues.* Makes bridging inferences by linking pronouns, synonyms and other cohesive devices to clarify and build meaning.* Compares own opinions and interpretations of texts with others, and justifies position with textual evidence.* Compares and contrasts different values and opinions presented on similar content.* Identifies ways in which authors position the audience to accept particular views and perspectives.* Identifies and evaluates ways in which authors use language, structures and textual features to achieve particular purposes.* Identifies assumptions, bias and stereotyping in texts.* Evaluates the credibility and reliability of textual sources.

Cluster 15* Recognises, articulates and reflects on effectiveness of strategies used to enhance comprehension.* Makes reasoned inferences based on implicit information (including causal and temporal relationships).* Explains how and why alternative interpretations of texts are developed by particular groups of people.* Reconsiders the meaning of texts when exposed to alternative interpretations.* Critically evaluates the ways in which authors use and integrate language, structures and textual features to achieve particular purposes.* Evaluates information from a variety of sources for credibility, authenticity and usefulness.* Uses textual evidence to explain how the audience is positioned by particular representations of people, events, ideas or issues.* Questions and challenges information and assumptions in texts.* Critically analyses texts for different perspectives and bias.* Identifies ambiguities and conflicting messages in texts.* Critically compares aspects and qualities of texts.

Cluster 16* Examines different perspectives on complex issues within and between texts.* Explains how interpretations of texts are shaped by social, cultural and/or historical contexts.* Explores and examines alternative interpretations of texts.

Vocabulary KnowledgeLevel Cluster 1 Cluster 2 Cluster 3


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Cluster 2*Knows the meaning of, and when speaking, can use words that are likely to be encountered in easy reading texts, e.g. big, little.*Names some basic parts of a computer, e.g. screen, keyboard, mouse, space bar.*Asks questions to find out meanings of unfamiliar words.

Cluster 3* Begins to expand the vocabulary used to describe everyday events and experiences.*Begins to use topic words when speaking and writing.*Identifies unfamiliar words and attempts to use experience and context to work out word meanings.

Cluster 4*Knows the meaning of commonly used words in texts read and demonstrates this knowledge when writing and speaking.*Develops beginning understandings about word families and uses these understandings when reading and writing.*Uses grammar and context of a text to work out the meaning of an unfamiliar word.



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Cluster 5*Uses knowledge and understanding of topic words when reading, writing and speaking.*Accurately uses a range of basic computer and internet terminology, e.g. icon, bold, italics, home page.*Demonstrates awareness that some words have multiple meanings when reading, writing and speaking.*Understands that changing words in a text can alter the meaning.

Cluster 6*Demonstrates the use of more precise vocabulary to describe feelings and experiences when speaking and writing.*Shows beginning understanding of the effects of different words and phrases, e.g. to create humour, to persuade, to inform. *Applies knowledge of base words to build word families, e.g. move, moving, remove.*Independently uses a range of classroom print resources to enhance vocabulary, e.g. topic word lists, labels, etc.

Cluster 7*Knows the meaning of commonly used words in increasingly challenging texts and can demonstrate this knowledge when reading, writing and speaking.*Shows beginning understanding of the effective use of 'word play' to enhance and enrich meaning, e.g. alliteration, onomatopoeia.*Uses knowledge developed about word families and word origins to understand the meaning of unfamiliar words, e.g. rhyming words, synonyms, base words. *Uses a simple dictionary to check word meanings.



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*Uses words and phrases for effect, e.g. to create images, to add emphasis, to create atmosphere.*Draws on topic/content knowledge to assist in working out the meaning of unknown words.*Understands and uses relevant vocabulary associated with digital technology, e.g. Web 2.0 tools such as blogs.*Recognises that different words can be used to describe similar concepts, e.g. everyday or

Cluster 9*Uses synonyms for a range of common words*Uses simple content specific vocabulary in appropriate ways when creating texts.*Uses relevant vocabulary associated with digital technology and electronic texts.*Understands how prefixes and suffixes change word meanings.

Cluster 10* Demonstrates understanding that words can have different meanings in different contexts.* Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge.* Shows awareness that there are a number of ways to work out the meaning of unknown words.* Finds the meaning of unknown/unfamiliar words

technical language, synonyms.*Shows evidence of capacity to improve vocabulary choices in response to purpose and audience when reviewing and editing.

in reference sources, e.g. dictionaries, thesauruses.



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Cluster 11* Makes effective word choices in response to purpose and audience when creating texts.* Demonstrates understanding of new words or new concepts.* Applies knowledge of prefixes and suffixes to understand the meanings of new words and to create new words.* Refines vocabulary choice in response to purpose and audience when editing and reviewing own and peer's writing.

Cluster 12* Uses new words for known concepts, e.g. blissful for happy.*Increasingly uses appropriate content vocabulary when creating spoken and written texts about specific topics.* Accurately uses the vocabulary associated with digital technology and electronic texts.* Draws on knowledge of word origins to work out meaning of new words.

Cluster 13* Applies knowledge of root words and word origins to understand the meaning of new subject specific words.* Uses technical vocabulary to explain a complex concept or phenomenon.* Selects appropriate vocabulary in response to context, purpose and audience.* Uses a combination of effective strategies to work out the meaning of unknown words.



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Cluster 14* Applies knowledge of non-English words to infer meaning of unfamiliar words.* Uses specialised vocabulary for subject specific concepts and processes.* Selects vocabulary that expresses feelings, opinions and judgements.* Demonstrates an understanding of nuances and subtleties in words of similar meaning.* Demonstrates deliberate choice of words considering purpose, audience, context, subject knowledge and reference resources to clarify meaning.

Cluster 15* Develops deep knowledge about word meaning in relation to context.* Uses a range of vocabulary for precision, clarity, cohesion and effect.* Explores and uses vocabulary to enhance meaning and create impact.* Integrates a range of word learning strategies to determine meaning of unfamiliar vocabulary.

Cluster 16* Uses effective vocabulary to convey deep knowledge and understanding.* Uses and interprets complex, formal, impersonal language in academic texts.* Builds an increasingly comprehensive vocabulary.* Demonstrates self-reliance in exploration and application of word learning strategies.

Aspects of WritingLevel Cluster 1 Cluster 2 Cluster 3


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2nd cluster (BS 1)* Clear attempt to write name (may not be correct spelling). Writes at least one recognisable word (may not be spelled correctly) related to a story book that has been read to them or a picture they have drawn. 'Writes' from left to right and leaves spaces between words.*Attempts to form some letters.*Talks about intended 'writing' before attempting to 'write'.*Talks about own writing and drawing.*Experiments with computer mouse and keyboard.

3rd cluster (BS 2)* Writes first name correctly. Writes a recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation.*Draws on both personal and imaginary experiences to 'write' texts.*Shows understanding that their 'writing' conveys meaning.*Vocalises words to approximate spelling.*Begins to develop a simple writing vocabulary, including some high frequency words and words of personal significance.*Uses simple noun groups and adverbial phases when writing.*Begins to demonstrate understanding of pencil grip, paper placement and posture.*Experiments with creating simple texts on the computer.

4th cluster (BS 3)* Writes one or more simple sentences; some words spelled correctly, most letters formed correctly and evidence of sentence punctuation.*Writes to express one or two ideas.*Reads own text aloud to check that it makes sense to others.*Talks about the audience and purpose for texts being written.*Attempts to spell high frequency words that have been taught.*Produces some compound sentences using conjunctions to join ideas.*Uses simple pronoun references.*Forms most letters correctly.*Uses correct pencil grip paper placement, posture and knows how to self-correct.*With support, uses computer software programs to create simple texts.



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5th cluster*Selects vocabulary and phrases modelled by the teacher during whole class planning to construct own text.*Engages in the joint production of texts using a variety of mediums, e.g. podcasts, digital stories.*Draws on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes.*Rereads own text to clarify meaning and make some changes to the text.*Uses sentence punctuation and some simple punctuation.*Accurately writes simple and compound sentences.*Uses a range of adjectives more information

6th cluster*Creates longer texts supported by visual information e.g. diagrams, maps, graphs on familiar topics for known audiences.*Begins to use text features such as headings and paragraphs to organise information.*Demonstrates elementary proofreading and editing, e.g. circles a word that does not look right.*Accurately spells an increasing number of high frequency and topic words.*Uses simple punctuation, e.g. full stops, exclamation marks and question marks.*Writes a sequence of thoughts and ideas.*Experiments with using some complex sentences to enhance writing.*Uses a refined pencil grip, correct posture and

7th cluster*Plans texts by making notes, drawing diagrams, planning sequence of events or information etc.*States purpose and intended audience before creating texts.*Spells words with regular spelling patterns correctly and makes plausible attempts at words with irregular spelling patterns.*Applies spelling generalisations when writing.*Uses contraction apostrophes and capitals for proper nouns as well as other simple punctuation.*Writes short, connected and sequenced texts to narrate events or convey information. *Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.*Uses a computer to produce texts with graphics.

about nouns.*Writes lower/upper case letters of consistent size and formation in NSW Foundation Style.

paper placement to write more fluently and legibly.*Uses computer functions to edit texts.



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8th cluster*Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences.*Experiments with producing/publishing texts using an increasing range of mediums and modes.*Writing shows evidence of revision, editing and proofreading.*Demonstrates a range of spelling strategies to spell unfamiliar words.*Uses quotation marks for direct speech and commas in lists.*Produces a range of grammatically accurate sentences.*Fluently writes letters of consistent size and formation in NSW Foundation Style.

9th cluster*Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.*Plans and organises ideas using headings, graphic organisers, questions and mind maps.*Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose.*Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.*Uses a variety of spelling strategies to spell high frequency words correctly.*Uses simple word processing functions such as spell check, grammar check.*Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details.*Uses joined letters of consistent size.*Experiments with creating simple multimodal texts using digital text creation programs.*Writing shows evidence of revision, editing and proofreading.*Demonstrates a range of spelling strategies to spell unfamiliar words.*Uses quotation marks for direct speech andcommas in lists.*Produces a range of grammatically accuratesentences.*Fluently writes letters of consistent size andformation in NSW Foundation Style.

Cluster 10* Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences.* Shows awareness of the need to justify opinions with supporting evidence.* Locates resources and accesses information when planning.* Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information.* Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences.* Uses sentence and simple punctuation correctly.* Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words.* Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information.* Consolidates handwriting that is consistent in form.



toCluster 11 : Aspects of Writing* Writes coherent, structured texts for arange of purposes and contexts.

Cluster 12* Writes sustained texts for a wide range ofpurposes.

Cluster 13* Creates well-structured and sequenced texts for imaginative and persuasive purposes.

Next? * Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts.* Shows awareness of accurately acknowledging sources in relevant texts.* Refines writing in response to feedback.* Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial.* Uses topic sentences and appropriately organises main and subordinate ideas.* Experiments with using complex punctuation to engage the reader and achieve purpose.* Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words.* Writes fluently with appropriate size, slope and spacing.* Uses word processing programs confidently and accurately, integrating various functions.* Plans and designs more complex multi modaltexts.

* Makes choices about the type and form oftexts, including combinations of forms and types, to suit purpose and audience.* Creates well planned, extended texts that include more complex and detailed subjectmatter and language features such as nominalisation.* Critically reflects on effectiveness of own/others writing and seeks and responds to feedback from others.* Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience.* Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses.* Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses.* Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables.

* Chooses aspects and combinations of texts to suit particular purposes and audiences.* Creates and develops ideas to explore a concept or theme.* Uses paragraphing to structure information and partition events and ideas.* Intentionally constructs a variety of sentence types including complex sentences for effect.* Creates texts with appropriate design, layout and graphics.* Self-regulates spelling and applies spelling knowledge and strategies to spell complex, subject specific vocabulary.* Uses correct and appropriate punctuation to support meaning.* Uses a range of editing strategies to improve clarity and consistency of style.* Uses legible, fluent handwriting style.



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Cluster 14* Creates texts that incorporate substantial, elaborated ideas and themes.* Uses, monitors and reflects on planning strategies to enhance the effectiveness of a text.* Tailors writing in response to audience, purpose and context.* Identifies and explores different perspectives and points of view.* Demonstrates coherency by using a variety of devices that support readers to link ideas and establish relationships.

Cluster 15* Creates a range of coherent texts for imaginative, informative and persuasive purposes.* Explores challenging ideas and ethical dilemmas.* Uses sophisticated grammatical features to express complex ideas and concepts.* Constructs texts that have a variety of well developed, effective sentences for clarity and coherence.* Manipulates language features and structures to suit context.* Applies knowledge of word origins to spell

Cluster 16* Creates sustained texts that develop complex themes, concepts and ideas.* Adapts and innovates on familiar text forms to create distinctive texts.* Constructs considered arguments that explore and analyse a range of different perspectives on complex and challenging topics.* Strategically selects from a range of resources to create multimodal texts that incorporate sophisticated design features.* Demonstrates control of sophisticated language

* Selects sophisticated grammatical structures to enhance quality of writing.* Creates and manipulates texts that integrate different modes.* Makes deliberate language choices for greater precision and technicality.* Uses a range of complex punctuation to support clarity and precision of meaning.* Correctly references resources.

unknown words.* Uses complex punctuation strategically for effect.* Efficiently revises, edits and proofreads texts to enhance accuracy and quality.

features and structures.* Cites references using conventions appropriate for purpose.

Aspects of SpeakingLevel Cluster 1 Cluster 2 Cluster 3


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2nd cluster (BS 1)* Names a favourite character from a story that has been read. Shows some changes to pace and volume for emphasis when speaking. Uses simple sentences/phrases when speaking.*Talks to peers and known adults about personal experiences.

3rd cluster (BS 2) * Provides a simple justification for an opinion about a favourite character from a story that has been read. Uses some extended sentences when speaking. Consistently speaks in an audible, clear and confident way. Uses pace and volume for emphasis when speaking.*Listens and responds to literary and factual texts read and viewed.*Begins to use active listening and turn-taking when engaging in more extended conversations and discussions with peers and known adults.*Contributes ideas in small groups and whole class discussions.

4th cluster (BS 3)* Provides a detailed justification for an opinion about a favourite character from a story that has been read.*Asks relevant questions using correct word order and intonation.*Makes brief oral presentations to the class.*Begins to adjust register to suit audience and situation.*Views and listens to gain information for a specific purpose.*Contributes to structured group or pair activities involving discussion about familiar texts/topics.*Articulates most speech sounds, (exceptions could be: /r/, /v/, /th/).



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5th cluster*Provides elaboration to questions seeking further information.*Recounts events and experiences in logical sequence.*Consistently makes relevant contributions to class discussions and asks questions to clarify meaning.*Uses register and tone according to purpose and audience.*Listens and responds to instructions, information and peer opinions.*Uses interactive skills to show respect for the contributions of others during discussions.

6th cluster*Plans and presents a brief oral presentation about a topic to a familiar audience.*Adjusts register, tone and volume appropriate to situation.*Demonstrates attentive listening across a range of school contexts e.g., assemblies, performances.

7th cluster*Expresses a point of view about a text/topic and listens to and accommodates the viewpoint of others.*Plans and delivers short oral presentations on familiar topics for audiences beyond the immediate classroom, e.g. report or message.*Automatically adjusts speech to suit different audiences, purposes and situations.*Demonstrates attentive listening and viewing for extended periods of time.*Stays on task and participates effectively in longer class and group discussions.



to8th cluster*Expresses more detailed ideas and justifies a point of view about a familiar texts/topics.

9th cluster*Plans and delivers oral presentations on an extended range of topics for audiences beyond the

Cluster 10* Provides detail and supporting evidence in a logical manner when speaking about opinions and

Next? *Automatically adjusts speech to suit familiar audiences, purposes and situations.*Communicates confidently with a range of less familiar audiences for a wider variety of purposes.*Contributes to collaborative group problem solving to complete a task by questioning, listening and responding to the ideas of others and making suggestions.*Listens and understands a series of instructions related to a task and successfully completes the task.

immediate classroom, e.g. assembly presentations.*Enhances presentations by using some basic oral presentation strategies such as using notes as prompts, volume and change in emphasis.*Discusses the features of different spoken texts, e.g. formal versus informal interactions; persuasive versus informative.*Contributes relevant ideas to discussions, asks questions and rephrases to clarify meaning.*Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others.*Uses group discussion protocols, e.g. turn taking.

ideas.* Engages an audience when making oral presentations by using strategies such as facial expression, gesture, pause and repetition.* Adjusts language used for a similar purpose but different, less familiar audiences, e.g. recount of same event to peer/teacher/principal, code switching.* Listens attentively and responds appropriately to spoken and multimodal texts that include unfamiliar ideas and information.



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Cluster 11* Appropriately questions the viewer idea put forward, and expresses disagreement with sensitivity to the perspective of others.* Uses multimedia to enhance meaning when communicating ideas and information to others.* Discusses the use of different registers for different purposes, audiences and contexts.* Logically develops arguments and points of view when planning more formal oral texts such as speeches and debates.* Uses active listening strategies such as rephrasing ideas and clarifying and repairing breakdowns in communication.

Cluster 12* Effectively sustains a point of view throughout a discussion or debate, drawing on a range of sources to provide justification.* Analyses, synthesises and evaluates the views and reasons put forward by others.* Plans, rehearses and makes adjustments to oral presentations for specific purposes and audiences.* Refines and expands active listening strategies to include strategies such as challenging others ideas, providing feedback and support for others.* Listens attentively to more lengthy and challenging spoken and multimodal texts to gather and evaluate key information.

Cluster 13* Expresses opinions to others with increasing confidence.* Draws on oral techniques for effective presentations.* Makes appropriate use of visual and multimodal elements to support presentations.* Reflects on and refines own spoken language to suit purpose, audience and context.* Uses talk to explore understandings of new concepts, ideas and issues.* Analyses and discusses the structures and features of spoken texts in subject contexts.* Collaborates effectively in pair and group work when exploring subject content, concepts and ideas.* Asks relevant clarifying questions.* Listens critically to spoken texts to discuss and support opinions based on evidence in the text.



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Cluster 14* Identifies opinions offered by others, proposes other relevant viewpoints and extends ideas in a constructive manner.* Plans, rehearses and revises oral presentations.

Cluster 15 : Aspects of speaking* Critically responds to spoken texts using evidence to justify interpretations.* Engages and appeals to audience by using language devices.

Cluster 16* Convincingly expresses point of view to persuade or influence audiences.* Effectively selects language to establish and develop relationship with audience.

* Explains how a spoken text has influenced their thinking.* Adjusts delivery of spoken texts in response to audience reactions and expectations.* Uses oral techniques effectively to influence audiences.* Uses formal language to construct spoken texts for particular purposes and audiences.* Applies appropriate protocols for participation in group work and discussions.* Explains and evaluates the effects of a spoken text on the audience.

* Uses appropriate and relevant terminology when discussing issues, ideas, opinions.* Synthesises arguments in a discussion to confirm, reject or alter personal opinion.* Listens to and interprets increasingly complex spoken texts on challenging issues and abstract concepts.

* Plans, researches, rehearses and delivers oral presentations on complex issues in a range of contexts.* Creates coherent spoken texts for both informal and formal contexts for particular purposes and effects.* Chooses from a repertoire of oral techniques to engage audience and enhance message.* Recognises that language can include or marginalise groups of people.* Evaluates self and peer contributions and participation in collaborative activities.* Listens to, identifies and challenges attitudes, biases and assumptions in spoken texts.

PhonicsLevel Cluster 1 Cluster 2 Cluster 3 Cluster 4

Student NamesLevel Cluster 1 Cluster 2 Cluster 3 Cluster 4

Whereto

Next?

2nd cluster (BS 1)* Identifies two or more letters that are the same in words. Identifies some letters that are the same in more than one context. Names some letters in a given word. Says one of the sounds for letters in a given word.*Writes approximate letters for some sounds.

3rd cluster (BS 2)* Identifies all letters that are the same in more than one context. Names most letters in a given word. Says some of the sounds for letters in a given word. *Blends up to three sounds in words when reading.*Writes letters to correspond with single letter sounds.

4th cluster (BS 3)* Names all letters in a word. Says most sounds in a given word.*Spells unknown words phonetically with most letters in the correct sequence.*Recognises, says and writes names and common sounds of alphabet.

5th cluster*Blends initial consonants with common vowel patterns or word families.*Attempts to read more complex words using letter/sound knowledge.*Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words.

Level Cluster 5 Cluster 6 Cluster 7 Cluster 8Student Names

Level Cluster 5 Cluster 6 Cluster 7 Cluster 8Where

toNext?

6th cluster* Segments sounds in consonant clusters to spell unfamiliar words. Uses familiar words and letter clusters to decode words when reading.

7th cluster*Recognises that common suffixes in words can have different sounds, e.g. wanted, talked.*Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat.

8th cluster*Knows common sounds for vowel digraphs and uses syllabification when reading/spelling.*Uses knowledge of word identification strategies including blending, segmenting and letter patterns when reading/spelling.

Students do not need further phonics instruction.

Phonemic AwarenessLevel Cluster 1 Cluster 2 Cluster 3


Whereto

Next?

2nd cluster (BS 1)* Identifies rhyming words on some occasions. Identifies words that start with the same initial sound on some occasions.*Says the word when teacher models onset/rime, e.g. teacher says mmmm/at, child says mat.

3rd cluster (BS 2)* Consistently identifies words that rhyme. Consistently identifies words that start with the same initial sound.*Provides a word starting with a given sound.*Orally blends two and three sounds to make a word.*Segments one-syllable words (up to three sounds) into separate sounds.

4th cluster (BS 3)Says the new word when asked to delete one phoneme (phoneme deletion).*Says the new word by adding a phoneme to an existing word (phoneme addition.)



toNext?

5th cluster* Says the new word when one phoneme is substituted for another (phoneme substitution).

6th Cluster* Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin with /k/.

Students do not need further instruction in phonemic awareness

Concepts about PrintLevel Cluster 1 Cluster 2 Cluster 3


Whereto

Next?

2nd cluster (BS 1)* Identifies one or more capital letters when prompted. Names a full stop. Identifies a word in print. Identifies a letter in print. Indicates left to right. Points to the first word to read. Indicates return sweep to left at the end of a line of text.* Identifies a letter on a keyboard.* Knows the difference between letters and numerals.* Understands that print conveys meaning* 'Reads' storybooks beginning at the front and finishing at the back of the book.

3rd cluster (BS 2)* Names a full stop and knows its purpose.* Identifies a capital letter.* Identifies the first letter in a word.* Identifies the last letter in a word.* Reads left page before right.* Understands that words and the spaces between words contribute to meaning.*Shows awareness of beginning screen management skills, e.g. scrolling.

4th cluster (BS 3)* Identifies a number of capital letters.* Uses capital letters for names.* Identifies a sentence.* Understands that words are read the same way each time.*Identifies simple screen functionality, e.g. buttons, menus.

Level Cluster 4 Cluster 5Student Names

Level Cluster 4 Cluster 5Where

toNext?

5th cluster*Understands that punctuation and capital letters support meaning.

Students do not need further concepts about print instruction.

Counting Sequences - Forward Number Word SequenceLevel Level 0 - Emergent Level 1 – Initial (10) Level 2 – Intermediate (10)

Student NamesLevel Level 0 - Emergent Level 1 – Initial (10) Level 2 – Intermediate (10)

Whereto

Next?

Counts to 10 but cannot give the number after. Counts to 10 and gives the number after, but counts from 1.

Counts to 10 and gives the number after.

Level Level 3 – Facile (10) Level 4 – Facile (30) Level 5 – Facile (100)Student Names

Level Level 3 – Facile (10) Level 4 – Facile (30) Level 5 – Facile (100)Where

toNext?

Counts to 30 and gives the number after. Counts to 100 and gives the number after. Counts to 1000 and gives the number after.

Counting Sequences - Backward Number Word SequenceLevel Level 0 - Emergent Level 1 – Initial (10) Level 2 – Intermediate (10)

Student NamesLevel Level 0 - Emergent Level 1 – Initial (10) Level 2 – Intermediate (10)

Whereto

Next?

Counts backwards from 10-1. Counts backwards from 10 and gives the number before, but counts from 1.

Counts backwards from 10 and gives the number before without dropping back.

Level Level 3 – Facile (10) Level 4 – Facile (30) Level 5 – Facile (100)Student Names

Level Level 3 – Facile (10) Level 4 – Facile (30) Level 5 – Facile (100)Where

toNext?

Counts backwards from 30 and gives the number before without dropping back.

Counts backwards from 100 and gives the number before.

Counts backwards from a given three-digit number.

Counting Sequences – Numeral IdentificationLevel Level 0 - Emergent Level 1 – 1-10 Level 2 – 1-20

Student NamesLevel Level 0 - Emergent Level 1 – 1-10 Level 2 – 1-20

Whereto

Next?

Identifies all the numerals 1-10. Identifies all the numerals 1-20. Identifies the numerals 1-100.

Level Level 3 – 1-100 Level 4 – 1-1000 Level 5 – 1-10000Student Names

Level Level 3 – 1-100 Level 4 – 1-1000 Level 5 – 1-10000Where

toNext?

Identifies the numerals 1-1000. Identifies numerals in the range 1-10000 Identifies numerals of any size

Counting Sequences – Counting By 10s and 100s

Level Level 0 - Learning to count by 10s and 100s

Level 1 - Initial Counts by 10s and 100s

Level 2 - Off decade counting

Level 3 - Off hundred counting

Student Names

Level Level 0 - Learning to count by 10s and 100s

Level 1 - Initial Counts by 10s and 100s

Level 2 - Off decade counting

Level 3 - Off hundred counting

Whereto

Next?

Counts forwards and backwards by 10s to 100. Counts forwards and backwards by 100s to 1000.

Counts forwards and backwards by 10s and 5s, off the decade to 100, e.g.2, 12, 22 ...92.

Counts forwards and backwards by 10s, off the decade in the range of 1-100, e.g. 367, 377, 387, ...Counts forwards and backwards by 100s, off the 100, on or off the decade to 10,000, e.g. 24, 124, 224 ... 924.

Counts forwards and backwards by 10s and 100s offthe decade or the hundred to or from any number.

Early Arithmetical StrategiesLevel Level 0 - Emergent Level 1 - Perceptual Level 3 – Figurative

Student NamesLevel Level 0 - Emergent Level 1 - Perceptual Level 3 – Figurative

Whereto

Next?

Counts visible items and builds and subtracts numbers by using materials to represent each number to find the total count.

Counts concealed items and visualises the items that cannot be seen. Counts from one.

Counts on or back to solve problems. A number takes the place of a completed count.

Level Level 4 – Counting On and Back Level 5 - FacileStudent Names

Level Level 4 – Counting On and Back Level 5 - FacileWhere

toNext?

Uses known facts and other non-count-by one strategies, e.g. compensation, to solve problems.

Uses known facts and other non-count-by one strategies, e.g. doubles, partitioning, to solve problems.

Pattern and Number StructureLevel Level 0 - Emergent Level 1 - Instant Level 2 - Repeated

Student NamesLevel Level 0 - Emergent Level 1 - Instant Level 2 - Repeated

Whereto

Next?

Subitises two. Recognises, describes and continues a repeated pattern of two.

Creates a pattern of repeated units of a specified size.

Level Level 3 - Multiple Level 4 - Part-whole to 10 Level 5 - Part-whole to 20 Student Names

Level Level 3 - Multiple Level 4 - Part-whole to 10 Level 5 - Part-whole to 20 Where

toNext?

Creates a pattern of repeated units and supplies the missing elements of a pattern.

Knows number combinations to 20 and how many more are needed to make 20.

Uses mental strategies to determine how many more are needed to make 100.

Level Level 6 - Number propertiesStudent Names

Level Level 6 - Number propertiesWhere

toNext?

Uses symbols to representnumber properties e.g.x + y =y + x.

Place ValueLevel Level 0 - Ten as a Count Level 1 - Ten as a Unit Level 2 - Tens and Ones

Student NamesLevel Level 0 - Ten as a Count Level 1 - Ten as a Unit Level 2 - Tens and Ones

Whereto

Next?

Can coordinate counting by tens and ones from the middle of the decade to find the total or difference of two 2-digit numbers.

Can solve addition and subtraction problems mentally using the structure of tens and ones without a need to reconstruct the written algorithm.

Can mentally add and subtract reasonable combinations of numbers to 1000.

Level Level 3 - Hundreds, Tens and Ones Level 4 - Decimal Place Value Level 5 - System Place ValueStudent Names

Level Level 3 - Hundreds, Tens and Ones Level 4 - Decimal Place Value Level 5 - System Place ValueWhere

toNext?

Uses and understands simple decimals (to two places), e.g.0.8 is larger that 0.75

Recognises that numbers can be extended indefinitely in two directions - to the left and right of the decimal point.

Understands that numbers can be positive or negative.

Multiplication and DivisionLevel Level 0 – Learning to Make Equal

Groups Level 1 – Forming Equal Groups Level 2 –Perceptual Multiples

Student Names

Level Level 0 – Learning to Make Equal Groups Level 1 – Forming Equal Groups Level 2 –Perceptual Multiples

Whereto

Next?

Uses perceptual counting by ones and sharing to form groups. Counts each item in the group by ones.

Uses groups or multiples in perceptual counting and sharing e.g. rhythmic or skip counting. Cannot deal with concealed items.

Equal grouping and counting without individual times visible. Relies on perceptual markers to represent each group.

Level Level 3 – Figurative Units Level 4 – Repeated Abstract Units Level 5 – Multiplication and Division and Operations

Student Names

Level Level 3 – Figurative Units Level 4 – Repeated Abstract Units Level 5 – Multiplication and Division and Operations

Whereto

Next?

Can use composite units in repeated addition and subtraction using the unit a specified number of times. May use skip counting or a double count.

Can coordinate two composite units as an operation e.g. 3 sixes, 6 times 3 is 18. Uses multiplication and division as inverse operations flexibly.

FractionsLevel Level 0 – Emergent Partitioning Level 1 - Having Level 2 – Equal Partitions

Student NamesLevel

Whereto

Next?

Forms halves and quarters by repeated halving. Investigates thirds and fifths of a whole. Recognises that fractional parts can go beyond one whole, e.g. 4 equal thirds can be 1 whole and 1 third.

Level Level 3 – Reforms the Whole Level 4 – Multiplicative Partitioning Level 5 – Fractions as NumbersStudent Names

LevelWhere

toNext?

Can make and recognise equivalent fractions, e.g. 1/3 = 2/6. Can find sixths from 1/2 and 1/3.

Compares fractional parts and recognises the need for an equal whole to do this. Uses fractions as numbers, e.g. 1/3 is greater than 1/4.

Uses fractions and decimals to find an answer to a problem.

MeasurementLevel Level 0 – Emergent Structure Level 1 – Direct Alignment Level 2 – Transitive Comparison

Student NamesLevel Level 0 – Emergent Structure Level 1 – Direct Alignment Level 2 – Transitive Comparison

Whereto

Next?

Correctly compares two objects by placing the objects next to each other.

Correctly compares the size of three or more objects. Can use the size of one of the objects to compare the two other objects.

Uses a number of the same sized and type of items e.g. pegs or paper clips, to measure an object. Understands that the items should be lined up at the same starting point when comparing lengths.

Level Level 3 – Multiple Units Level 4 – Indirect Comparison Level 5 – Iterates the UnitStudent Names

Level Level 3 – Multiple Units Level 4 – Indirect Comparison Level 5 – Iterates the UnitWhere

toNext?

Uses a number of the same sized and type of items e.g. pegs or paper clips, to compare the length of two objects. Understands that the longer the measuring item the fewer number of items are needed.

Uses a single item repeatedly to measure a length. Understand that if you halve the measuring item, you will need twice as many items to measure.

Understands that putting identical shapes next to each other, without gaps or overlaps, makes a row and that repeating the row will form an area.

Level Level 6 – Composite Area Level 7 – Repeated LayersStudent Names

Level Level 6 – Composite Area Level 7 – Repeated LayersWhere

toNext?

Understands that volume is made by putting identical layers (areas) on top of each other.

Using efficient methods to determine perimeter or area of rectangles and squares as well as the volume of cubes and rectangular prisms.

Documents

stagethree2015.weebly.comstagethree2015.weebly.com/.../4/7/7/1/47715441/best_st… · Web viewReading Texts. Level. Cluster 1. Cluster 2. Cluster 3. Student Names. Level. Cluster