Literacy Continuum K-6 1. Reading Text 1st Cluster Prior to school 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid year 1 6th Cluster End of Year 1 7th Cluster Mid Year 2 8th Cluster End of Year 2 Self-monitoring and fluency Spends time looking at books and other print material. Reads some words in a sentence correctly. [Best Start] Begins to read with fluency and rhythm when text and image placement are consistent. one or more sentences correctly in a simple book. [Best Start] Begins to develop fluency and understanding by revisiting familiar texts . Pauses or hesitates when meaning is disrupted when reading. Maintains fluency when reading with varied and irregular text and image placement. Demonstrates increased fluency by recognising and decoding automatically when reading familiar texts. Recognises when meaning is disrupted and attempts to when reading. Self-corrects when meaning is disrupted, e.g. by pausing, repeating words and phrases, rereading and reading on. Automatically integrates a range of information, e.g. meaning, grammar and letter/sound relationships to read in a phrased and fluent way. . Independently monitors own reading by a variety of strategies to maintain meaning. Independent Reading Engages in shared reading of familiar texts with repeated language patterns. Attempts to read words in the environment, e.g. billboards, signs Reads one or two words in environmental print/texts. [Best Start] Points to words using one-to-one correspondence when 'reading'. Reads one or more sentences correctly in environmental print/texts. [Best Start] Reads a number of 'easy' texts with an increasing number of high frequency words and illustrations that provide high support. Reads all or most of a more challenging storybook. [Best Start] Reads texts with varied sentence patterns and several lines of text per page. 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). Word Identification Recognises own name. Reads some high frequency words correctly in simple, predictable texts, e.g.my, I. words using known letter/sound relationships. correct
Skimming and scanning aloud with increasingly appropriate pitch, intonation and fluency (RR level Reads fluently and accurately with attention to punctuation. Reads aloud with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression (RR level 16-18) Responds to punctuation and adjusts expression to enhance meaning when reading Reading and viewing texts Tells a story based on pictures or names pictures. a book the right way up. [Best Start] Differentiates between writing and pictures. [Best Start] Uses context to predict meaning in texts and supplement decoding attempts. Understands that pathways for reading literary and factual, and screen texts can be navigated in different ways. Understands text features such as illustrations, diagrams, tables, maps and graphs to enhance meaning. Knows that literary, factual and screen texts need to be 'read' in differing ways. Reads texts in different ways to meet a range of reading purposes
Summarising/ retell Retells some events in familiar stories. Gives an unprompted sequenced retell of a story that includes the beginning, middle and end. [Best Start] Recalls many details from illustrations in a storybook. [Best Start] Builds understandings of a topic by identifying key facts in texts in print and on screen. Retells and responds to incidents from a storybook or film with attention to plot elements such as setting, character, conflict and resolution. Articulates the main idea and provides a synthesised retell that captures key events in texts. Pont of View Responds to and analyses a text by discussing a point of view presented in the text. Identifies more than one perspective or of view when represented in texts. Making connections Responds to stories read aloud/viewed by connecting information and events to personal experiences. Constructs meaning from texts by making connections between print, illustrations and diagrams. Shows awareness that information about one topic can be sought from a number of sources, e.g. graphs, posters, reference texts, websites. and Effect Comparing texts Text features Builds understanding of how media texts can be interpreted. Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings and to locate information.
Analyses and evaluates a character's actions or events in a story through discussion. Responds to questions about a character's actions, qualities, characteristics by expressing an opinion about the character. Analyses and evaluates a character's actions/motives in a story. Skimming and scanning Interprets information in factual texts, e.g. using contents page and screen icons to locate specific information. Interprets and responds to texts by skimming and scanning to confirm predictions and answer questions posed by self and others while reading. Draws conclusions by using clues in a text. Background knowledge Responds to texts by referring to prior experiences. Refers to prior knowledge and experiences to build understanding of a text. Making Predictions Justifies predictions about sections of a text.
2. Comprehension 9th Cluster End of Year 3 10th Cluster End of Year 4 11th Cluster End of Year 5 12th Cluster End of Year 6 13th Cluster End of Year 7 14th Cluster End of Year 8 Responding to text Evaluates a personal interpretation of a text by critically re-examining evidence within the text. • Re-examines sections of texts for evidence to support interpretations and opinions. Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations. Explores, analyses and responds to ideas in imaginative, informative and persuasive texts. Compares own opinions and interpretations of texts with others’ and justifies position with textual evidence. Visual Analyses and evaluates the impact of visual images on the meaning of Purpose Analyses and evaluates how texts are shaped by purpose, audience and context. Judges the value or effectiveness of texts according to their purpose and subject matter. Identifies and evalulates ways in which authors use language, structures and textual features to achieve particular purposes. Comparing texts Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic. 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. Inference Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to facts, qualities, characteristics, and events. Responds to and interprets texts by discussing the differences between literal and inferred meanings. Analyses and evaluates the ways that inference is used in a text to understanding. Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence Identifies and infers the meaning of imagery and symbolism in spoken, written, visual and multimodal texts bridging inferences by linking pronouns, synonyms and other cohesive devices to clarify and build meaning. retell Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview. Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an understanding of the topic.
Pont of View Shows awareness through discussion that texts can present different perspectives Identifies ways texts present different perspectives. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. Explains how texts can be interpreted from a variety of perspectives by discussing the ways that different views and values are presented. Analyses texts to compare how language structures and features are used to position readers and viewers. Interprets and responds to points of view in texts with an awareness of underlying social, cultural and/or historical values. Identifies an author’s of view with textual evidence. Identifies different interpretations of and perspectives in texts. Making connections Builds understanding the meaning of a text by actively seeking information from different parts of a text. Interprets the meaning of a text by seeking further information in section of a text or in different texts. Responds to and interprets texts by integrating sources of information in texts. Locates and synthesizes information to draw conclusions from a variety of sources. Cause and Effect Builds understanding during reading by discussing possible consequences of actions and events. Interprets text by inferring connections, causes and consequences during reading. Comparing texts Analyses the ways ideas and information are presented by making comparisons between texts. Evaluates text accuracy and credibility by comparing texts on a similar topic. Analyses texts to explain and compare how audience, purpose and context influence texts. Analyses and compares how information and are presented in a range of texts on the one topic Critically analyses a wide of imaginative, informative and persuasive texts in different forms to compare how ideas are presented. Text features 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, including cohesive links. Responds to and analyses texts by discussing the ways language structures and features shape meaning. Analyses and responds to language and grammatical techniques used to influence an audience. Skimming and scanning
knowledge Making Predictions Applies comprehension strategies and skills including predicting, visualising, summarising, monitoring, questioning and making connections, to make meaning in subject contexts. Draws on knowledge of familiar types of text relevant to subjects to facilitate understanding of new texts. Interprets texts that present challenging ideas and issues. Identifies assumptions, bias and stereotyping in texts. Evalulates the credibility and reliability of textual sources. Consolidates an increasing repertoire of comprehension strategies. Draws on widening personal and textual experience and knowledge to make meaning of texts
3. Vocabulary Knowledge 1st Cluster to School 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid Year 1 6th Cluster End Year 1 7th Cluster Mid Year 2 8th Cluster End Year 2 Word meaning Shows curiosity about words and their meaning. Knows the meaning of, and when speaking, can use words that are likely to be encountered in easy reading texts, e.g. big, little. Asks questions to find out meanings of unfamiliar Identifies unfamiliar words and attempts to use experience and context to work out word meanings. Knows the meaning of commonly used words in texts read and demonstrates this knowledge when writing and speaking. Uses grammar and context of a text to work out the meaning of an unfamiliar word. Understands that changing words in a text can alter the meaning. . Knows the meaning of commonly used words in increasingly challenging texts and can demonstrate this knowledge when reading, writing and speaking. Draws on topic/content knowledge to assist in working out the meaning of unknown words. Specialised Vocabulary Knows and uses some subject-specific words in areas of interest, e.g. animals, games. Begins to use topic words when speaking and writing. Uses knowledge and understanding of topic words when reading, writing and speaking. Synonyms Demonstrates awareness that some words have multiple meanings when reading, writing and speaking. Uses knowledge developed about word families and word origins to understand the meaning of unfamiliar words, e.g. rhyming words, synonyms, base words. Recognises that different words can be used to describe similar concepts, e.g. everyday or technical language, synonyms. Word building Develops beginning understandings word families and uses these understandings when reading and writing. Applies knowledge of base words to build word families, e.g. move, moving, remove. Uses knowledge developed about word families and word origins to understand the meaning of unfamiliar words, e.g. rhyming words, synonyms, base words.
Word Choice Knows and uses a range of everyday words, e.g. colours, familiar objects, places, names of family members. Begins to expand the vocabulary used to describe everyday events and experiences. 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. Shows beginning understanding of the effective use of ˜word play' to enhance and enrich meaning, e.g. alliteration, onomatopoeia. Shows evidence of capacity to improve vocabulary choices in response to purpose and audience when reviewing and editing writing. Uses words and phrases for effect, e.g. to create images, to add emphasis, to create atmosphere. associated with electronic texts some basic parts of a computer, e.g. screen, keyboard, mouse, space bar. Accurately uses a range of basic computer and Internet terminology, e.g. icon, bold, italics, home page. Understands relevant vocabulary associated with electronic texts. Authorative resources Independently uses a of classroom print resources to enhance vocabulary, e.g. topic word lists, labels, etc. Uses a simple dictionary to check word meanings
3. Vocabulary Knowledge 9th Cluster End of Year 3 10th Cluster End of Year 4 11th Cluster End of Year 5 12th Cluster End of Year 6 13th Cluster End of Year 7 14th Cluster End of Year 8 Word meaning Draws on topic/content knowledge to assist in working out the meaning of unknown words. Demonstrates understanding that words can have different meanings in different contexts. Shows awareness that there are a number of ways to work out the meaning of unknown words. Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge. Demonstrates understanding of new words for new concepts. on knowledge of word origins to work out meaning of new words. Applies knowledge of root words and word origins to understand the meaning of new subject specific words. Uses a combination of effective strategies to work out the meaning of unknown Applies knowledge of to infer meaning of unfamiliar words Vocabulary Increasingly uses appropriate content vocabulary when creating spoken and written texts about specific topics. Uses technical vocabulary to explain a complex concept or phenomenon. Uses specialised vocabulary for subject specific concepts and processes. Synonyms Recognises that different words can be used to describe similar concepts, e.g. everyday or technical language, synonyms. Uses new words for known concepts, e.g. blissful for happy. Demonstrates an understanding of nuances and subtleties in words of similar meaning. Word building Applies knowledge of prefixes and suffixes to understand the meanings of new words and to create new words. Word Choice Shows evidence of capacity to improve vocabulary choices in response to purpose and audience when reviewing and editing writing. Uses words and phrases for effect, e.g. to create images, to add emphasis, to create atmosphere. effective word choices in response to purpose and audience when creating texts. Refines vocabulary choice in response to purpose and audience when editing and reviewing own and peer’s writing. Selects appropriate vocabulary in response to context, purpose and audience. Selects vocabulary that expresses feelings, opinions and judgements. Demonstrates deliberate choice of words considering purpose, audience, context, subject knowledge and reference resources to clarify meaning
Words associated with electronic texts Understands relevant vocabulary associated with electronic texts. Accurately uses the vocabulary associated with digital technology and electronic texts. Authorative resources Finds the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses.
4. Aspects of Writing 1st Cluster Prior to school 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid Year 1 6th Cluster End of Year 1 7th Cluster Mid year 2 8th Cluster End of Year 2 Text structure Engages in behaviour scribble or strings of letters. [Best Start] Attempts to write own name, e.g. one or two letters, scribble. Clear attempt to write name (may not be spelling). [Best Start] Writes at least one recognisable word (may not be spelled correctly) related to a storybook read to them or a picture they have drawn. [Best Start] ˜Writes" from left to right and leaves spaces between words. [Best Start] Talks about own writing and drawing. Writes first name correctly. [Best Start] Draws on both personal and imaginary experiences to 'write' texts. Shows understanding that their 'writing' conveys meaning. Writes one or more simple sentences, some words spelled correctly, most letters formed correctly and evidence of sentence punctuation. [Best Start] Writes to express one or two ideas. Draws on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes. Engages in the joint production of texts using a variety of mediums, e.g. podcasts, digital stories. Creates longer texts supported by visual information, e.g. diagrams, maps, graphs on familiar topics for known audiences. Writes a sequence of thoughts and ideas. Plans texts by making notes, drawing diagrams, planning sequence of events or information, etc. Writes short, connected and sequenced texts to narrate events or convey information. . Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences. . Audience and Purpose Talks about intended ˜writing" before attempting to ˜write". Talks about the audience and purpose for texts being written. States purpose and intended audience before creating Writes for a wider range of purposes, including to explain and to express an opinion. Language features Begins to develop a simple writing vocabulary, including some high frequency words and words of personal significance. Selects vocabulary and phrases modelled by the teacher during whole class planning to construct own text. Begins to use text features such as headings and paragraphs to organise information.
Using resources Publishing Experiments with producing/publishing texts using an increasing range of mediums and modes. Electronic Experiments with computer mouse and keyboard. Experiments with creating simple texts on the computer With support, uses computer software programs to create simple texts. Uses computer functions to edit texts. Uses a computer to produce texts with graphics
Spelling Uses a variety of spelling strategies to spell high frequency words correctly. Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to and edit words. Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. Integrates a of spelling strategies and conventions to accurately spell most words, including words of many syllables. Self-regulates spelling and applies spelling knowledge and strategies to complex, subject specific vocabulary. Punctuation • Uses sentence and simple punctuation correctly. Experiments with using complex punctuation to engage the reader and achieve purpose. 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. Uses correct and appropriate punctuation to support meaning. Uses paragraphing to structure information and partition events and ideas. Uses a range of complex punctuation to support clarity and precision of meaning. Grammar Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information. Paragraphs Structures texts using paragraphs composed of logically grouped sentencesthat deal with a particular aspect of a topic. Sentences Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences. Uses topic sentences and appropriately organises main and subordinate ideas. 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. Intentionally constructs a variety of sentence including complex sentences for effect. Selects sophisticated grammatical structures to enhance quality of writing. Uses joined letters of consistent size. Consolidates handwriting that is consistent in form Writes fluently with appropriate size, slope and spacing. Uses legible, fluent handwriting style Using resources Locates resources and accesses information when planning. Shows awareness of accurately acknowledging sources in relevant texts. Correctly references resources.
Group discussions Participates in whole class discussions. Begins to use active listening and when engaging in more extended conversations and discussions with peers and known adults. Contributes ideas in small group and whole class discussions. Contributes to structured group or pair activities involving discussion about familiar texts/topics. Consistently relevant contributions to class discussions and asks questions to clarify meaning. Uses interactive skills to show respect for the contributions of others during discussions. Stays on task and participates effectively in longer class and group discussions. Contributes to collaborative problem solving to complete a task by questioning, listening and responding to the ideas of others and making suggestions. Text features Point of View Provides a simple justification for an opinion about a favourite character from a story that has been read. [Best Start] Provides a detailed justification for an opinion about a favourite character from a story that has been read. [Best Start] Expresses a of view with supporting information about an expanding range of texts/topics. Expresses a point of view about a text/topic and listens to and accommodates the viewpoint of others. Expresses more detailed ideas and justifies a point of view about familiar texts/topics. Use of Multimedia
5. Aspects of Speaking 9th Cluster End of Year 3 10th Cluster End of Year 4 11th Cluster End of Year 5 12th Cluster End of Year 6 13th Cluster End of Year 7 14th Cluster End of Year 8 Oral presentations Plans and delivers oral presentations on an extended range of topics for audiences beyond the 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. Engages an audience when making oral presentations by 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. Plans, rehearses and makes adjustments to oral presentations for specific purposes and audiences. Discusses the use of different registers for different purposes, audiences and contexts. • Reflects on and refines own spoken language to suit purpose, audience and context. on oral techniques for effective presentations. Plans, rehearses and revises oral presentations. Adjusts delivery of spoken texts in response to audience reactions and expectations. Listening skills Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others. Listens attentively and responds appropriately to spoken and multimodal texts that include unfamiliar ideas and information Uses active listening strategies such as rephrasing ideas and clarifying and repairing breakdowns in communication. 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 Listens critically to spoken texts to discuss and support opinions based on evidence in the text. Group discussions Uses discussion protocols, e.g. turn taking. Contributes relevant to discussions, asks questions and re-phrases to clarify meaning. Collaborates effectively in pair and work when exploring subject content, concepts and ideas. Applies appropriate protocols for participation in group work and discussions. Text features Discusses the features of different spoken texts, e.g. formal versus informal interactions; persuasive versus informative. Analyses and discusses the structures and features of spoken texts in subject contexts.
Point of View Provides detail and supporting evidence in a logical manner when speaking about opinions and ideas. Appropriately questions the viewer idea put forward, and expresses disagreement with sensitivity to the perspective of others. Logically develops arguments and points of view when planning more formal oral texts such as speeches and debates. Analyses, synthesises and evaluates the and reasons put forward by others. Effectively sustains a point of view throughout a discussion or debate, drawing on a range of sources to provide justification. Expresses opinions to others with increasing confidence. Asks relevant clarifying questions. Identifies opinions offered by others, proposes relevant viewpoints and extends ideas in a constructive manner. Use of Uses multimedia to enhance meaning when communicating ideas and information to others. Makes appropriate use of visual and multimodal elements to support presentations. Uses talk to explore understandings of new concepts, ideas and issues. Explains how a spoken text has influenced their thinking. •Uses oral techniques effectively to influence audiences. •Uses formal language to construct spoken texts for particular purposes and audiences. •Explains and evaluates the effects of a spoken text on the audience.
6. Phonics 1st Cluster Prior to School 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid Year 1 6th Cluster End Year 1 7th Cluster Mid Year 2 8th Cluster End Year 2 Letter recognition Identifies one letter that is the same in two words. [Best Start] Identifies two or more letters that are the same in words. [Best Start] Identifies all letters that are the same in more than one context. [Best Start] . Letters names Identifies some letter names, e.g. first letter of own name. Identifies some letters that are the same in more than one context. [Best Start] some letters in a given word. [Best Start] Names most letters in a given word. [Best Start] Names all letters in a word. [Best Start Sounds Says one of the sounds for letters in a given word. [Best Start] Says some of the sounds for letters in a given word. [Best Start] Says most sounds in a word. [Best Start] Attempts to read more complex using letter/sound knowledge. Knows common sounds for vowel digraphs and uses Spelling Writes approximate letters for some sounds. Writes letters to correspond with single letter sounds. Spells unknown words phonetically with most letters in the correct sequence. Recognises, says and writes names and common sounds of alphabet. Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words. Segments sounds in consonant clusters to spell unfamiliar words Understands that sounds can be represented in various ways when spelling e.g. meet, meat. Uses knowledge of word identification strategies including blending, segmenting and letter patterns with spelling .
7. Phonemic Awareness 1st Cluster Prior to School 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid Year 1 6th Cluster End Year 1 7th Cluster Mid Year 2 8th Cluster End Year 2 Rhyming words Repeats familiar rhyming verses, chants and jingles. Notices that some words rhyme in verses, chants and jingles. . Identifies rhyming words on some occasions. [Best Start] Consistently identifies words that rhyme. [Best Start] Beginning sounds Beginning to identify words that start with the same initial sound Identifies words that start with the same initial sound on some occasions. [Best Start] Consistently identifies words that start with the same initial sound. [Best Start] Provides a word starting with a given sound. Segmenting sounds Segments spoken multisyllabic words into syllables, e.g. ba/na/na when clapping. Segments one-syllable words (up to three sounds) into separate sounds. Blending Orally blends two and three sounds to make a word.
Phoneme manipulation Says the new word when asked to delete one phoneme (phoneme deletion). [Best Start] Says the new word by adding a phoneme to an existing word (phoneme addition). Says the new word when one phoneme is substituted for another (phoneme substitution). Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin with /k/. 8. Concepts about Print 1st Cluster Prior to School 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid Year 1 6th Cluster End of Year 1 7th Cluster Mid Year 2 8th Cluster End of Year 2 Handles a book Knows how to handle books, e.g. turns pages, looks at detail in pictures. 'Reads' storybooks beginning at the front and finishing at the back of the book. Left to Right Shows beginning awareness of reading from left to right. Is learning to point to the first word to read a sentence or story. Indicates left to [Best Start] Indicates return sweep to left at the end of a line of text. [Best Start] Points to the first word to read. [Best Start] Reads left page before right. . Identify writing Identifies writing in a picture or poster. Shows awareness that print and images are different (in print and on screen). Identifies the letter in a word. Identifies the last letter in a word. Punctuation Identifies one or more capital letters when prompted. [Best Start] Names a full stop. [Best Start] Names a full stop and knows its purpose. [Best Start] Identifies a capital letter. Identifies a number of capital letters. [Best Start] Uses capital letters for names. Identifies a sentence Understands that punctuation and capital letters support meaning.
Letter identification Identifies a letter in print. [Best Start] Knows the difference between letters and numerals. Word identification Identifies a word in print. [Best Start] Understands that words and the spaces between words contribute to meaning. Understands that words are read the same way each time. Electronic media Identifies a letter on a keyboard. Shows awareness of beginning screen management skills, e.g. scrolling. Identifies simple screen functionality, e.g. buttons, menus. Meaning Shows beginning awareness that print relates to spoken language. Recognises the meaning of some letters and symbols, e.g. common logos, street signs. Understands that print conveys meaning.