READING AND VIEWING

FOUNDATION I know that texts can be short or long. I know that there are stories and there are facts. I know that writing in a book can be different to how we say it. I know that writing uses full stops and other punctuation. I know you use a capital letter for a name. I know that a full stop is the end of a sentence and a capital letter is the start of a sentence.

I know that you read from left to right.

I know what a sentence is.

I know that the words in a book mean something.

I know that pictures help us know what is happening in the book.

I can use words related to everyday topics.

I can use words related to things I like.

I can use words related to topics we're learning about at school.

I know the letters of the alphabet.

I know there are upper and lower case letters.

I know people write books about things that could happen to me. I know there are different types of books like fairy tales and poems. I can talk about the book I have read.

I can tell you my favourite story.

I can talk about the characters in the book.

I can talk about the things that have happened in the book. I can retell stories using pictures.

I can talk about the key parts of books, including events.

I know the important characters in the book.

I can tell you what happened in the book.

I can retell a story through a performance.

I can retell a story through pictures.

I know the difference between an imaginative text and a factual text.

I can read books I know fluently.

I can read books I know and know the meaning. I can explain that all books are different and why. I can find some sentences that ask

LEVEL 1

I know that some books have patterns.

I can explain contrast in simple texts.

I know what full stops are.

I know what a question mark is.

I know what an exclamation mark is.

I can find some sentences that are

I can find some sentences that talk

I can find some sentences that give

I know that books are organised by

I know what a table of contents is.

I know what headings and titles

statements.

questions.

about feelings.

commands.

page numbers.

are for.

I know how different types of texts are organised.

I can tell who and what is happening in a text.

I know what nouns and pronouns are.

I know what verbs are.

I know what adjectives are.

I know what adverbs are.

I know how illustrations in a text help me understand the narrative. I can discuss characters in a book and make connections to things that have happened to me. Explore some features of characters in different texts. I can read with phrasing.

I know how images in a text help me understand an information text.

I know that we use different forms of language in different situations.

I can change my vocabulary to suit my audience.

I know common sounds in words.

I know how to change endings of words - 'ing', 'ed'

I can talk about how authors create characters.

I can discuss what I think about a book with my friends.

I can say why I like or dis-like a book.

I can say why I like an author and listen to my friends opinion. I can act out what happened in a book.

Discuss features of plot in different types of literature.

I can discuss how a character looks and feels in a book.

I can discuss the settings in different books.

I can draw a picture about what happened in a book.

I can write about what happened in a book.

I can recreate texts using digital technology.

Respond to texts drawn from a range of cultures and experiences.

I know the differences between imaginative informative and persuasive texts. I can read by predicting what might happen next.

I can read fluently.

I can read using what I know about the topic to help me.

I can read by thinking about what looks right.

I can read by using the punctuation.

I can read by thinking about what sounds right.

I can read by checking if I understand the book as I read.

I can re-read to help me read difficult words.

I can use comprehension skills to understand events

I know what inferred means.

I can show that I understand what I read.

I use what I know about how books are written when

I use what I know about words when reading.

and information in a text.

LEVEL 2

reading.

I know that different types of texts have different structures.

I know some words that you would read in different text types. I can locate connecting words that make a compound sentence.

I can use synonyms and antonyms in my writing.

I know that proper nouns have capital letters at the start.

I know that commas are used to separate items in lists.

I know some features of text organisation including page and screen layouts. I can use pictures in stories to know how a character is feeling, what they are thinking or doing. I know when a word looks right.

I can put words in alphabetical order.

I know that texts use more than just words.

I know that nouns represent people, places and things.

I can use common, proper, concrete and abstract nouns.

I can describe nouns using adjectives.

I can explain how pictures add to or contradict the meaning of the words.

I can use digraphs from the THRASS chart.

I can use long vowels from the TRASS chart.

I can use blends from the THRASS chart.

I use the THRASS chart to spell words.

I can break up words using the THRASS chart.

I know some prefixes I can talk about how and suffixes and how meaning comes from they change a words the way an author meaning. describes a character.

I know that when people tell me stories, the characters are different based on where that person lives. I can talk about how different texts present settings in different ways.

I know that pictures of characters are different based on where the author lives.

I can compare opinions about characters using a thinking tool.

I can compare opinions about events using a thinking tool.

I can compare opinions about settings using a thinking tool.

I can explain and give I can talk about how reasons why I different texts enjoyed a text. present characters in different ways.

I can identify rhythmic, sound and word patterns in poems.

I can reproduce rhythmic, sounds and word patterns in poems. I can experiment with rhythmic, sounds and word patterns in rhymes.

I can experiment with rhythmic, sounds and word patterns in poems. I can identify rhythmic, sound and word patterns in songs.

I can identify rhythmic, sound and word patterns in chants. I can reproduce rhythmic, sounds and word patterns in songs.

I can reproduce rhythmic, sounds and word patterns in chants. I can experiment with rhythmic, sounds and word patterns in songs.

I can experiment with rhythmic, sounds and word patterns in chants. I can expand on a key event from a known story using writing, drawing or digital media. I can discuss the answers to inferred questions about the texts I read using my comprehension strategies. I understand that paragraphs are used to organise texts.

I can identify rhythmic, sound and word patterns in rhymes. I can find similarities and differences in texts about the same topic.

I can reproduce rhythmic, sounds and word patterns in rhymes. I can talk about who would read an imaginative text.

I can talk about who would read an informative text.

I can talk about who would read a persuasive text.

I can use all my reading strategies when reading harder books.

I can discuss the answers to literal questions about the texts I read using my comprehension strategies. I understand how different types of texts use different language choices, depending on their purpose. I can discuss the authors purpose for showing characters, events and settings in different ways. I can identify the audience and

LEVEL 3

I recognise the key features of online texts that enhance navigation.

I can identify different grammar in texts.

I understand verbs and tense.

I can identify the effect of visuals on the audience in texts.

I can recognise high frequency sight words.

I can share my text to self, text to world and text to text knowledge with others. I can identify the audience and

I choose 'just right' books.

I can discuss how language is used to describe the settings in texts.

I understand how settings can

I understand figurative language

I can identify points of view in texts.

I can identify the audience and

I use strategies to read a range of

influence a narrative. I use comprehension strategies to build literal and inferred meaning.

and how it affects me as a reader. I can compare fiction and non-fiction texts.

purpose of imaginative texts.

purpose of informative texts.

purpose of persuasive texts.

different text types.

LEVEL 4

I understand how authors write texts for different purposes and audiences. I can identify homophones.

I can locate pronoun references and conjunctions in texts.

I understand how quotation marks are used to show dialogue.

I can identify features of online texts that enhance readability.

I understand that parts of speech make texts more interesting.

I understand how different choices about how images are placed can improve a text.

I can find new vocabulary that I could include in my writing.

I can compare texts on the same topic.

I can discuss literary experiences with others, sharing ideas and expressing my point of view.

I can discuss how authors and illustrators make stories exciting and hold readers interest.

I understand word play in texts.

I can compare the features of older texts to contemporary texts.

I can identify features of imaginative texts.

I can identify features of informative texts.

I can identify features of persuasive texts.

I read a variety of text types using comprehension strategies to ensure I understand what I have read. I understand why different texts are written. I understand the structure of different texts. I understand that I understand that the start of a sentence gives the main idea and allows me to predict what will happen.

LEVEL 5

different texts have different topics. I understand that some texts are formal. I understand how apostrophes are used for possession and with nouns and proper nouns. I understand that texts can be organised into chapters, headings, sub headings and home pages and sub pages (for online texts), and this can help me to predict the main idea and find important information. I can identify aspects of literary texts that show details or information about particular social, cultural and historical contexts. I understand the difference between a main clause and a subordinate (dependent) clause. I understand what a complex sentence is. I understand how noun and adjective groups or phrases can be expanded to describe a person, place, thing or idea. I can compare how images in print and digital texts influence readers' views and opinions. I understand that the vocabulary used can give more meaning in a text. I know that words can have different meanings in different contexts.

I understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words.

I can present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others. I understand and can interpret and experiment with sound devices and imagery, including metaphor, in narratives.

I can use metalanguage to describe the effects of ideas, text structures and language features on particular audiences.

I recognise that ideas in literary texts can be told from different viewpoints, which can lead to different kinds of interpretations and responses. I understand and can interpret and experiment with sound devices and imagery, including metaphor, in, songs.

I understand and can interpret and experiment with sound devices and imagery, including simile, in narratives.

I understand and can interpret and experiment with sound devices and imagery, including simile, in shape poetry.

I understand and can interpret and experiment with sound devices and imagery, including simile, in, songs.

I understand and can interpret and experiment with sound devices and imagery, including simile in anthems and odes.

I understand and can interpret and experiment with sound devices and imagery, including metaphor, in shape poetry.

I understand and can interpret and experiment with sound devices and imagery, including metaphor, in anthems and odes.

I understand and can interpret and experiment with sound devices and imagery, including personification, in narratives.

I understand and can interpret and experiment with sound devices and imagery, including personification, in shape poetry.

I understand and can interpret and experiment with sound devices and imagery, including personification, in, songs.

I understand and can interpret and experiment with sound devices and imagery, including personification, in anthems and odes.

I understand how ideas and points of view in texts are conveyed through the use of vocabulary, including idioms, objective and subjective language, and that these can change according to context. I can use comprehension strategies to analyse information and link ideas from a variety of print and digital sources. I understand that a text can still flow if words are left out or added in.

I can clarify my understanding of content as it unfolds in formal situations, connecting ideas to my own experiences and present and justify a point of view.

I can identify and explain different text structures and language features used in informative texts to meet the purpose of the text.

I can identify and explain different text structures and language features used in persuasive texts to meet the purpose of the text.

I can navigate and read texts for specific purposes and use strategies such as predicting and confirming.

I can navigate and read texts for specific purposes and use strategies such as monitoring.

I can navigate and read texts for specific purposes and use strategies such as skimming and scanning.

LEVEL 6

I understand how authors often change text structures and language to make their text more humorous, dramatic, persuasive or descriptive. I can identify and explain how images like figures, tables, diagrams, maps and graphs contribute to

I understand the uses of commas to separate clauses.

I can investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas.

I understand how ideas can be expanded and made better through the use of interesting verbs.

I understand how ideas can be expanded and made better through careful choice of

I understand how ideas can be expanded and made better through the use of different

I can investigate how vocabulary choices, can change a variety of meanings, feelings and opinions.

I understand how to use banks of known words, word origins, base words, suffixes and prefixes,

I can make connections between my own experiences and those of characters and events

I understand and can discuss similarities and differences in texts on similar topics, themes or

elaborated tenses.

adverb groups/phrases.

our understanding of verbal information in factual and persuasive texts.

morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words that come from other languages. I can compare texts, including media texts, that represent ideas and events in different ways. I can explain the effects of the different approaches an author may use to tell their story. I know how text structures and language features work together to meet the purpose of a text.

represented in texts drawn from different historical, social and cultural contexts.

plots.

I can identify and explain how choices in language (repetition, metaphor, simile etc) can influence the way people respond to different texts.

I can identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an authors individual style.

I can identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.

I can select, navigate and read texts for a range of purposes. I can interpret structural features, for example table of contents, glossary, chapters, headings and subheadings.

I use comprehension strategies to interpret and analyse information and ideas. I can compare content from a variety of texts including media and digital texts.

I can analyse and discuss strategies authors use to influence readers.

LEVEL 7

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors.

Understand that the coherence of more complex 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. Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts.

Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses.

Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information.

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns.

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance.

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language.

Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them.

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.

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts.

Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage.

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches.

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.

Analyse and explain the effect of technological innovations on texts, particularly media texts.

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose.

Use prior knowledge and text processing strategies to interpret a range of types of texts.

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources.

Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences.

LEVEL 8

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication.

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims. Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations.

Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives.

Understand the use of punctuation conventions including colons, semicolons, dashes and brackets in formal and informal texts.

Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause. Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts.

Understand the effect of nominalisation in the writing of informative and persuasive texts.

Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning.

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts.

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups. Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays.

Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors.

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups.

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts.

Recognise, explain and analyse the ways literary texts draw on readers knowledge of other texts and enable new understandings and appreciation of aesthetic qualities.

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts.

Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication.

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives.

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text.

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts.

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the authors point of view.

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener.