LEVEL 1
Listening, Reading, and Viewing Processes and strategies Students will: • Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas. Indicators:– selects and reads texts for enjoyment and personal fulfilment; – has an awareness of the connections between oral, written, and visual language; – uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts; – associates sounds with letter clusters as well as with individual letters; – uses processing and some comprehension strategies with some confidence;– is developing the ability to think critically about texts; – begins to monitor, self-evaluate, and describe progress. |
Speaking, Writing, and Presenting Processes and strategies Students will:• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas. Indicators:– has an awareness of the connections between oral, written, and visual language when creating text; – creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence; – seeks feedback and makes changes to texts; – is becoming reflective about the production of own texts; – begins to monitor, self-evaluate, and describe progress. |
Purposes and audiences • Recognise that texts are shaped for different purposes and audiences. Indicators:– identifies the purposes of simple texts;– evaluates the usefulness of simple texts. |
Purposes and audiences • Recognise how to shape texts for a purpose and an audience. Indicators:– constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form; – expects the texts they create to be understood, responded to, and appreciated by others; – is developing and conveying personal voice where appropriate. |
Ideas •Recognise and identify ideas within and across texts. Indicators:– understands that personal experience can influence the meaning gained from texts; – makes meaning of texts by identifying ideas in some texts. |
Ideas • Form and express ideas on a range of topics. Indicators:– forms and expresses simple ideas and information, usually drawing from personal experience and knowledge; – begins to support ideas with some detail. |
Language features • Recognise and begin to understand how language features are used for effect within and across texts. Indicators:– begins to recognise that oral, written, and visual language features can be used for effect; – recognises a large bank of high-frequency and some topic-specific words;– shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols. |
Language features • Use language features, showing some recognition of their effects. Indicators:– uses some oral, written, and visual language features to create meaning and effect; – uses a range of high-frequency, topic-specific, and personal-content words to create meaning; – spells some high-frequency words correctly and begins to use some common spelling patterns; – begins to use some strategies to self-correct and monitor spelling; – writes most letters and number forms legibly when creating texts; – begins to gain control of text conventions, such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols. |
Structure • Recognise and begin to understand text structures. Indicators:– understands that the order and organisation of words, sentences, and images contribute to text meaning; – recognises some text forms and some differences between them. |
Structure • Organise texts, using simple structures. Indicators:– uses knowledge of word and sentence order to communicate meaning in simple texts; – begins to sequence ideas and information; – uses simple sentences with some variation in beginnings; – may attempt compound and complex sentences. |
LEVEL 2
Listening, Reading, and Viewing Processes and strategies Students will:• Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas. Indicators:– selects and reads texts for enjoyment and personal fulfilment; – recognises connections between oral, written, and visual language; – selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts; – uses an increasing knowledge of letter clusters, affixes, roots, and compound words to confirm predictions; – selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence; – thinks critically about texts with some confidence; – monitors, self-evaluates, and describes progress with some confidence. |
Speaking, Writing, and Presenting Processes and strategies Students will:• Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas. Indicators:– shows some understanding of the connections between oral, written, and visual language when creating texts; – creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence; – seeks feedback and makes changes to texts to improve clarity and meaning; – is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence. |
Purposes and audiences • Show some understanding of how texts are shaped for different purposes and audiences. Indicators:– recognises how texts are constructed for different purposes, audiences, and situations; – understands that texts are created from a particular point of view; – evaluates the reliability and usefulness of texts with some confidence. |
Purposes and audiences • Show some understanding of how to shape texts for different purposes and audiences. Indicators:– constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form; – expects the texts they create to be understood, responded to, and appreciated by others; – develops and conveys personal voice where appropriate. |
Ideas • Show some understanding of ideas within, across, and beyond texts. Indicators:– uses their personal experience and world and literacy knowledge to make meaning from texts; – makes meaning of increasingly complex texts by identifying main ideas; – makes and supports inferences from texts with some |
Ideas • Select, form, and express ideas on a range of topics. Indicators:– forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge; – begins to add or delete details and comments, showing some selectivity in the process. |
Language features • Show some understanding of how language features are used for effect within and across texts. Indicators:– recognises that oral, written, and visual language features can be used for effect; – uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning; – shows an increasing knowledge of the conventions of text; – recognises that authors have different voices and styles. |
Language features • Use language features appropriately, showing some understanding of their effects. indicators:– uses oral, written, and visual language features to create meaning and effect; – uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to create meaning; – spells most high-frequency words correctly and shows growing knowledge of common spelling patterns; – uses a range of strategies to self-monitor and self-correct spelling; – writes legibly and with increasing fluency when creating texts; – gains increasing control of text conventions, including some grammatical conventions. |
Structure • Show some understanding of text structures. Indicators:– understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning; – recognises an increasing range of text forms and differences between them. |
Structure • Organise texts, using simple structures. Indicators: – uses knowledge of word and sentence order to communicate meaning in simple texts; – begins to sequence ideas and information; – uses simple sentences with some variation in beginnings; – may attempt compound and complex sentences |
LEVEL 3
Listening, Reading, and Viewing Processes and strategies Students will: • Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. Indicators: – selects and reads texts for enjoyment and personal fulfilment; – recognises and understands the connections between oral, written, and visual language; – integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts; – selects and uses a range of processing and comprehension strategies with growing understanding and confidence; – thinks critically about texts with developing confidence; – monitors, self-evaluates, and describes progress with growing confidence. |
Speaking, Writing, and Presenting Processes and strategies Students will: • Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. indicators: – uses a developing understanding of the connections between oral, written, and visual language when creating texts; – creates a range of texts by integrating sources of information and processing strategies with developing confidence; – seeks feedback and makes changes to texts to improve clarity, meaning, and effect; – is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence. |
Purposes and audiences Show a developing understanding of how texts are shaped for different purposes and audiences. Indicators: – recognises and understands how texts are constructed for a range of purposes, audiences, and situations; – identifies particular points of view and begins to recognise that texts can position a reader; – evaluates the reliability and usefulness of texts with increasing confidence. |
Purposes and audiences • Show some understanding of how to shape texts for different purposes and audiences. Indicators: – constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form; – conveys and sustains personal voice where appropriate. |
Ideas • Show a developing understanding of ideas within, across, and beyond texts. Indicators: – uses their personal experience and world and literacy knowledge confidently to make meaning from texts; – makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them; – starts to make connections by thinking about underlying ideas in and between texts; – recognises that there may be more than one reading available within a text; – makes and supports inferences from texts with increasing independence. |
Ideas • Select, form, and express ideas on a range of topics. Indicators: – forms and expresses ideas and information with increased clarity, drawing on a range of sources; – adds or changes details and comments to support ideas, showing some selectivity in the process; – ideas suggest awareness of a range of dimensions or viewpoints. |
Language features • Show a developing understanding of how language features are used for effect within and across texts. Indicators: – identifies oral, written, and visual language features used in texts and recognises their effects; – uses an increasing vocabulary to make meaning; – shows an increasing knowledge of how a range of text conventions can be used appropriately; – knows that authors have different voices and styles and can identify some of these differences. |
Language features • Use language features appropriately, showing a developing understanding of their effects. Indicators: – uses oral, written, and visual language features to create meaning and effect and engage interest; – uses a range of vocabulary to communicate meaning; – demonstrates good understanding of all basic spelling patterns and sounds in written English; – uses an increasing range of strategies to self-monitor and self correct spelling; – writes legibly, fluently, and with ease when creating texts; – uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy. |
Structure • Show a developing understanding of text structures. Indicators: – understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning; – identifies a range of text forms and recognises some of their characteristics and conventions |
Structure Organize texts, using a range of appropriate structures. Indicators: – organizes written ideas into paragraphs with increasing confidence; organizes and sequences ideas and information with increasing confidence; – uses a variety of sentence structures, beginnings, and lengths. |
LEVEL 4
Listening, Reading, and Viewing Processes and strategies Students will: • Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas. Indicators: – selects and reads texts for enjoyment and personal fulfilment; – recognises and understands the connections between oral, written, and visual language; – integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts; – selects and uses appropriate processing and comprehension strategies with increasing understanding and confidence; – thinks critically about texts with increasing understanding and confidence; – monitors, self-evaluates, describes progress, and articulates learning with confidence. |
Speaking, Writing, and Presenting Processes and strategies Students will: • Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas. Indicators: – uses an increasing understanding of the connections between oral, written, and visual language when creating texts; – creates a range of texts by integrating sources of information and processing strategies with increasing confidence; – seeks feedback and makes changes to texts to improve clarity, meaning, and effect; – is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence. |
Purposes and audiences • Show an increasing understanding of how texts are shaped for different purposes and audiences. Indicators: – recognises and understands how texts are constructed for a range of purposes, audiences, and situations; – identifies particular points of view and recognises that texts can position a reader; – evaluates the reliability and usefulness of texts with increasing confidence. |
Purposes and audiences • Show an increasing understanding of how to shape texts for different purposes and audiences. Indicators: – constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form; – conveys and sustains personal voice where appropriate. |
Ideas • Show an increasing understanding of ideas within, across, and beyond texts. Indicators: – makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them; – makes connections by thinking about underlying ideas within and between texts from a range of contexts; – recognises that there may be more than one reading available within a text; – makes and supports inferences from texts with increasing independence. |
Ideas • Select, develop, and communicate ideas on a range of topics. Indicators: – forms and communicates ideas and information clearly, drawing on a range of sources; – adds or changes details and comments to support ideas, showing thoughtful selection in the process; – ideas show increasing awareness of a range of dimensions or viewpoints. |
Language features • Show an increasing understanding of how language features are used for effect within and across texts. Indicators: – identifies oral, written, and visual features used and recognises and describes their effects; – uses an increasing vocabulary to make meaning; – shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively; – knows that authors have different voices and styles and can identify and describe some of these differences. |
Language features • Use a range of language features appropriately, showing an increasing understanding of their effects. Indicators: – uses a range of oral, written, and visual features to create meaning and effect and to sustain interest; – uses a range of vocabulary to communicate precise meaning; – demonstrates a good understanding of spelling patterns in written English, with few intrusive errors; – uses a wide range of strategies to self-monitor and self correct spelling; – writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility; – uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy. |
Structure • Show an increasing understanding of text structures. Indicators: – understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts; – identifies an increasing range of text forms and recognises and describes their characteristics and conventions |
Structure • Organise texts, using a range of appropriate structures. Indicators: -Achieves some coherence and wholeness when constructing texts. – organises and sequences ideas and information for a particular purpose or effect; – uses a variety of sentence structures, beginnings, and lengths for effect. |
LEVEL 5
Listening, Reading, and Viewing Students will: • Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas. Indicators: – selects and reads texts for enjoyment and personal fulfilment; – recognises, understands, and considers the connections between oral, written, and visual language; – integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts; – selects and uses appropriate processing and comprehension strategies with confidence; – thinks critically about texts with understanding and confidence; – monitors, self-evaluates, and describes progress, articulating learning with confidence |
Speaking, Writing, and Presenting Processes and strategies Students will: • Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas. Indicators: – uses an increasing understanding of the connections between oral, written, and visual language when creating texts; – creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies; – seeks feedback and makes changes to texts to improve clarity, meaning, and effect; – is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence. |
Purposes and audiences • Show an understanding of how texts are shaped for different purposes and audiences. Indicators: – recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations; – identifies particular points of view within texts and recognises that texts can position a reader; – evaluates the reliability and usefulness of texts with confidence. |
Purposes and audiences • Show an understanding of how to shape texts for different audiences and purposes. Indicators: – constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form; – conveys and sustains personal voice where appropriate. |
Ideas • Show an understanding of ideas within, across, and beyond texts. Indicators: – makes meaning by understanding increasingly comprehensive ideas in texts and the links between them; – makes connections by exploring ideas within and between texts from a range of contexts; – recognises that there may be more than one reading available within a text; – makes and supports inferences from texts independently. |
Ideas • Select, develop, and communicate purposeful ideas on a range of topics. Indicators: – develops and communicates increasingly comprehensive ideas, information, and understandings; – develops ideas by adding details or making links to other ideas and details; – ideas show an awareness of a range of dimensions or viewpoints |
Language features • Show an understanding of how language features are used for effect within and across texts. Indicators: – identifies oral, written, and visual language features and understands their effects; – uses an increasing vocabulary to make meaning; – understands how a range of text conventions work together to create meaning and effect; – understands that authors have different voices and styles and can identify those differences. |
Language features • Select and use a range of language features appropriately, showing an understanding of their effects. Indicators: – uses a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest; – uses an increasing range of vocabulary to communicate precise meaning; – uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with increasing accuracy. |
Structure • Show an understanding of a range of structures. Indicators: – identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning. |
Structure • Organise texts using a range of appropriate, effective structures. Indicators: – achieves a sense of coherence and wholeness when constructing texts; – organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms. |