The following diagnostic data is collected: GRADES FORMAL ASSESSMENT TIME FRAME PREP Marie Clay’ Observational Survey Letter Identification Test Phonemic Awareness Assessment Word Reading Test Concepts of Print Writing Vocabulary Running Record (See Assessing Reading section) March November T3/T4 YEAR 1 Marie Clay’ Observational Survey (If required) Letter Identification Test Phonemic Awareness Assessment Word Reading Test Concepts of Print Writing Vocabulary Burt Word Test Peter’s Spelling in Context PAT-R Comprehension Running record (See Assessing Reading section) March November March – Optional November March – Optional November November T1/T2/T3/T4 YEAR 2 Burt Word Test Peter’s Spelling in Context PAT-R Comprehension Running record (See Assessing Reading section) March November March November November T1/T2/T3/T4 YEAR 3 -7 Burt Word Test Peter’s Spelling in Context PAT-R Comprehension Running record (Appropriate levels can be ascertained using Elley Noun Count – NZCER or other levelling methods) NAPLAN (Yr 3, 5 and 7) March November March November November T1/T2/T3/T4 May Assessing Reading:
Text structure and organisation Purpose audience and structures of different types of texts How texts serve different purposes and how the structures of types of texts vary according to the text purpose Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes Understand that the purposes texts serve shape their structure in predictable ways Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences Text cohesion How texts work as cohesive wholes through language features which link the parts of the text together, such as paragraphs, connectives, nouns and associated pronouns Understand that some language in written texts is unlike everyday spoken language Understand patterns of repetition and contrast in simple texts Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms Understand that paragraphs are a key organisational feature of written texts Punctuation How punctuation works to perform different functions in a text. Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands Recognise that capital letters signal proper nouns and commas are used to separate items in lists Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters Concepts of print and screen The different conventions that apply to how text is presented on a page or screen Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines Identify the features of online texts that enhance navigation
Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Know that spoken sounds and words can be written down using letters of the alphabet and how to write some sight words and known words Know how to use onset and rime to spell words Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write words Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words Recognise common prefixes and suffixes and how they change a word’s meaning Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ Recognise high frequency sight words Sound and letter knowledge Phonemic awareness (sounds of language) Basic knowledge of sounds of language and how these are combined in spoken words Recognise rhymes, syllables and sounds (phonemes) in spoken words Manipulate sounds in spoken words including phoneme deletion and substitution Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations This sequence ends at Year 2 level Alphabet knowledge The written code of English (the letters) and how these are combined in words Recognise the letters of the alphabet and know there are lower and upper case letters Recognise sound–letter matches including common vowel and consonant digraphs and consonant blends Understand the variability of sound–letter matches This sequence ends at Year 1 level Sub Strand Focus of thread Year 4 Year 5 Year 6 Year 7 high-
wholes through language features which link the parts of the text together, such as paragraphs, connectives, nouns and associated pronouns use of linking devices including pronoun reference and text connectives prominence to the message in the text and allows for prediction of how the text will unfold omitting or replacing words texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts Punctuation How punctuation works to perform different functions in a text. Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech Understand how possession is signalled through apostrophes and how to use apostrophes of possession for common and proper nouns Understand the uses of commas to separate clauses Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses Concepts of print and screen The different conventions that apply to how text is presented on a page or screen Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation This sequence ends at Year 5 level Expressing and developing ideas Sentences and clause level grammar What a clause is and how simple, compound and complex sentences are constructed through one clause (simple) or by combining clauses using different types of conjunctions (compound and complex) Understand that the meaning of sentences can be enriched through the use of expanded noun and verb groups and phrases Investigate how quoted (direct) and reported (indirect) speech work in different types of text Understand the difference between main and subordinate clauses and how these can be combined to create complex sentences through subordinating conjunctions to develop and expand ideas Investigate how clauses can be combined in a variety of ways to elaborate, extend or explain ideas Recognise and understand that embedded clauses are a common feature of sentence structures and contribute additional information to a sentence and Word level grammar The different classes of words Understand how adverbials (adverbs and prepositional Understand how noun and adjective groups can be Understand how ideas can be expanded and sharpened Understand how modality is achieved through
Sub Strand Focus of thread Foundation Year 1 Year 2 Year 3 Literature and context How texts reflect the context of culture and situation in which they are created Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences Discuss how authors create characters using language and images Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons Responding to literature Personal responses to the ideas, characters and viewpoints in texts An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences Respond to texts, identifying favourite stories, authors and illustrators Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences Compare opinions about characters, events and settings in and between texts Draw connections between personal experiences and the worlds of texts, and share responses with others Expressing preferences and evaluating texts Expressing a personal preference for different texts and types of texts, and identifying the features of texts that influence personal preference Share feelings and thoughts about the events and characters in texts Express preferences for specific texts and authors and listen to the opinions of others Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences Develop criteria for establishing personal preferences for literature Features of literary texts The key features of literary texts and how they work to construct a literary work, such as plot, setting, characterisation, mood and theme Identify some features of texts including events and characters and retell events from a text Recognise some different types of literary texts and identify some characteristic features of Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts Discuss the characters and settings of different texts and explore how language is used to present these features in different ways Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
literary texts, for example beginnings and endings of traditional texts and rhyme in poetry Examining literature Language devices in literary texts including figurative language The language devices that authors use and how these create certain meanings and effects in literary texts, especially devices in poetry Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose Creating literature Creating literary texts Creating their own literary texts based on the ideas, features and structures of texts experienced Retell familiar literary texts through performance, use of illustrations and images Recreate texts imaginatively using drawing, writing, performance and digital forms of communication Create events and characters using different media that develop key events and characters from literary texts Create imaginative texts based on characters, settings and events from a students’ own and other cultures using visual features, for example perspective, distance and angle Experimentation and adaptation Creating a variety of texts, including multimodal texts, adapting ideas and devices from literary texts This sequence starts at this year level Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue Sub Strand Focus of thread Year 4 Year 5 Year 6 Year 7 & How texts reflect the context of culture and situation in Make connections between the ways different authors Identify aspects of literary texts that convey details or Make connections between students’ own experiences Identify and explore ideas and viewpoints about events,
which they are created may represent similar storylines, ideas and relationships information about particular social, cultural and historical contexts and those of characters and events represented in texts drawn from different historical, social and cultural contexts issues and characters represented in texts drawn from different historical, social and cultural contexts Responding to literature Personal responses to the ideas, characters and viewpoints in texts An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences Discuss literary experiences with others, sharing responses and expressing a point of view Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others Analyse and evaluate similarities and differences in texts on similar topics, themes or plots Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view Expressing preferences and evaluating texts Expressing a personal preference for different texts and types of texts, and identifying the features of texts that influence personal preference Use metalanguage to describe the effects of ideas, text structures and language features of literary texts Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor influence personal response to different texts Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts This sequence starts at this year level Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage Features of literary texts The key features of literary texts and how they work to construct a literary work, such as plot, setting, characterisation, mood and theme Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches
Examining literature Language devices in literary texts including figurative language The language devices that authors use and how these create certain meanings and effects in literary texts, especially devices in poetry Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels Creating literature Creating literary texts Creating their own literary texts based on the ideas, features and structures of texts experienced Create literary texts that explore students’ own experiences and imagining Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition Experimentation and adaptation Creating a variety of texts, including multimodal texts, adapting ideas and devices from literary texts Create literary texts by developing storylines, characters and settings Create literary texts that experiment with structures, ideas and stylistic features of selected authors Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour Sub Strand Focus of thread Foundation Year 1 Year 2 Year 3 Texts in context Texts and the contexts in which they are used How texts relate to their contexts and reflect the society and culture in which they were created Identify some familiar texts and the contexts in which they are used Respond to texts drawn from a range of cultures and experiences Discuss different texts on a similar topic, identifying similarities and differences between the texts Identify the point of view in a text and suggest alternative points of view
Use of software Using a range of software applications to construct and edit print and multimodal texts Construct texts using software including word processing programs Construct texts that incorporate supporting images using software including word processing programs Construct texts featuring print, visual and audio elements using software, including word processing programs Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements Sub Strand Focus of thread Year 4 Year 5 Year 6 Year 7 Texts in context Texts and the contexts in which they are used How texts relate to their contexts and reflect the society and culture in which they were created Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches Analyse and explain the effect of technological innovations on texts, particularly media texts Interacting with others Listening and speaking interactions The purposes and contexts through which students engage in listening and speaking interactions Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition
1 2 3 4 5 6 7 8 9 10 Language Literature Literacy CE SEL IE MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Reading Reading Rotations based on ability groups See Below Writing Writing Rotations based on ability groups See Below