Year 3
In Semester One, students learned to plan and deliver short presentations in logical sequence. They listened and contributed to conversation and discussions to share information collaboratively. They used effective interaction skills to communicate in a clear, coherent manner using a variety of vocabulary, appropriate tone, pace, pitch and volume. In Writing, students explored different text types as in narrative, informative and persuasive texts, demonstrating control over text structures and language features. In Reading, students read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge using strategies like monitoring, predicting, confirming, rereading, reading on and self correcting.
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.
Year 4
In Semester One, students had read a variety of texts to build their knowledge on our inquiry topics. They had learnt various reading and comprehension strategies including predicting, creating images, paraphrasing and summarising, comparing, re-reading, analysing and critiquing. In Writing, students have worked on planning, drafting and publishing descriptive, narrative, informative and persuasive texts. Students have learnt that text is improved through the use of various grammar features such as verbs, adjectives, homophones and synonyms. Students have practiced spelling strategies including spelling rules, morphemic families and letter combinations. Students have also developed better interaction skills such as turn taking and sharing responses as well as expressing a point of view in developing their speaking and listening skills.
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Year 5
In Semester One, students had explored reading strategies to a variety of texts to make meaning and gain deeper understanding. Students had used these comprehension strategies to make inferences, summarising and paraphrasing about the information presented within the text. In Writing, students have worked on composing different genres in texts to meet a variety of audiences and purposes. The focus for this semester included exploring text structures and language features in persuasive and narrative texts. Students focused on: grammar, paragraph structure and writing plans. Students have developed their speaking and listening skill by contributing to small group and whole class discussion and presenting their tasks to the class.
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.
They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.
Year 6
In Semester One, students had explored reading strategies to a variety of texts in particular clarifying, vocabulary, and visualising and questioning texts to make meaning and gain deeper understanding to the text. Students had used these comprehension strategies to make inferences, summarising and paraphrasing about the information presented within the text. They have learned to make connections and have explored higher order comprehension strategies exploring the cause and effect in comprehension strategies. In Writing, students had worked on composing different genres in texts to meet a variety of audiences and purposes. The focus for this semester included exploring text structures and language features in persuasive, explanation, information reports, narratives and journal texts. Students had developed their speaking and listening skills by contributing to small group and whole class discussion and presenting their ideas to the class.
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.