Gir(L)+News

Making Consistent Judgements PD   Session 1 - 30th June, 2008 Session 2 - 21st July, 2008 || Year 3 || Year 5 || Year 7 || Year 9 || Listening and Speaking || Elements of Level 2 || Elements of Level 3 || Elements of Level 4 || Level 4 || Reading || Elements of Level 2 || Elements of Level 3 || Elements of Level 4 || Level 4 || Writing || Elements of Level 2 || Elements of Level 3 || Level 3 || Level 4 || Summary of main skills expected ensure students are reaching the Achievement Targets in  Engage in reading like behaviour Predict words Use picture cues Point out words and symbols Role-playing at reading Print contains a message Making connections Discuss favourite books Exposure to conventions Names of the alphabet || Grammatical symbols Names and sounds of the alphabet Exposure to long and short vowel sounds Connect print to illustrations Reading from memory 50-100 M100 words Oral retell in sequence Predictions Recognise purposes of texts ie fiction/non-fiction PM Reading level 5-10 Sounding out/chunking || Must know alphabet and sounds Decoding unknown words – a range of strategies Phonics knowledge Bank of sight words M200words Vowels Reading level 15 and above Not reliant on picture cues Locate directly written information Oral retell using language features from the text || Interpret and discuss ideas and information Draw inferences Select and use a text for a defined purpose Read a range of texts PM Reading level above 30 Pays attention to grammar and punctuation Reads expressively and fluently Integrating cueing systems || Interpret, discuss ,argue and narrate in combination Compare and contrast || Evaluate what has been read Use texts across all learning areas ie, Debates, research || Pre-primary – Magnetic stories/Puppets to retell a story Velcro pictures – sequencing Text innovation Alphabet Hunts “Who am I?” Year 1 – Jumbled sentences Cloze Written retell – code-switching Year 2 – Venn Diagrams Retell more complex using language from the text Year 3 Year 5 Year 7 Year 9 Summary of skills expected at the end of the year to ensure students are reaching the achievement targets Kindergarten || Pre-primary || Year 1 || Year 2 || Year 3 || Drawing pictures Fine Motor skills developing Pre-writing skills ie patterns, Letter awareness Alphabet awareness Listening skills “Have-a-go” at writing their name || Letter and word awareness Role-play writing Fine motor skills developing Modelled writing -aware that speech cam be written Phonological awareness Write name Alphabet names Beginning sounds || Alphabet sounds Write a few sentences Sight words – at least 50 -100 L-R direction Phonics ch, sh, th, blends Leave a space between words Capital letters and full stops || Write a simple narrative Exposure and attempt other genres 100-200 sight words Punctuation Simple/compound sentences Grammar Phonics || Consolidate all the skills of year 2 More consistent in writing forms ie narrative, report etc Writing extended Using punctuation more consistently Beginning to self-edit Grammar || Year 5 || Year 7 || Year 9 || Can write text types to suit a particular audience and purpose Grammar and punctuation are more consistent Paragraphs link ideas Is able to plan, draft and review writing Spell most common words correctly, unknown words are attempted phonetically || Has more control over text types Consolidate skills from year 5 so they are used with more consistency || Is now able to control language features of a range of text types to write narratives, arguments, procedures and reports Has a range of strategies for planning, drafting, reviewing and writing to an appropriate audience. ||
 * Achievement Targets for English **
 * Reading Early Childhood **
 * End of Pre-Primary ** ||
 * End of Year 1 ** ||
 * End of Year 2 ** ||
 * End of Year 2 ** ||
 * Reading Middle Childhood – High School **
 * Year 5 ** ||
 * Year 7 ** ||
 * Year 9 ** ||
 * Year 9 ** ||
 * Reading **** Continued **
 * “Rich tasks” to assess students reading skills **
 * Writing **