Year 6 Monitoring map Literacy

In Year 6, students:
Listening and Speaking (LS 6) T1 T2 T3 T4
T
e
x
t

k
n
o
w
l
e
d
g
e

i. Identify different purposes for listening and speaking,
select and modify text structures and language
features for the chosen content and context


ii. Plan, research, rehearse and deliver spoken
presentations specific to learning areas by:
selecting and sequencing researched content
refining ideas and language choices
selecting multimodal resources to influence
audiences to accept a point of view



C
o
m
p
r
e
h
e
n
s
i
o
n

iii. Communicate to:
interpret and evaluate information relevant to
opinions
clarify, question and extend ideas
develop arguments, interrogate ideas and
information
interpret and analyse learning area language
identify subjective (exemplifying speakers
thinking), objective (information and ideas based
on fact), evaluative language and bias



iv. Compose and contribute in different groups and
settings by choosing and responding to spoken
language features and non-verbal cues, including
selecting vocabulary to create detailed and accurate
descriptions



v. Use interaction and communication skills to contribute
to informal debates and discussions by:
interrogating and analysing ideas
evaluating information and comparing solutions
repairing breakdowns in discussion
offering explanations and describing processes



G
r
a
m
m
a
r

k
n
o
w
l
e
d
g
e
vi. Use words and word groups in complexsentences,
including nominalisations (a process for forming
nouns fromverbs or adjectives) to identify or refer to
ideas, concepts, people, places and objects and use
verb tenses that locate events in time



W
o
r
d

k
n
o
w
l
e
d
g
e

vii. Use learning area vocabulary to specify content and
present opinions



In Year 6, students:
Writing and Creating (WC 6) T1 T2 T3 T4
T
e
x
t

k
n
o
w
l
e
d
g
e

i. Identify the purpose, content, context, text structure
and writerreader relationships when writing and
creating learning area texts

ii. Write and create learning area texts, choosing
strategies to organise content and information

iii. Plan, draft and publish texts using strategies
including:
sourcing reliable information and recording
detailed notes
using features such as full indexes and
paragraphs that aid navigation
editing for content, language, visual choices and
to enhance meaning

G
r
a
m
m
a
r

k
n
o
w
l
e
d
g
e

iv. Write paragraphs that maintain the pace or sense of
texts, including using headings, subheadings and
logical structures that support the purpose

v. Maintain meaning across paragraphs and short texts
by:
selecting sentence structures to link relationships
within and between paragraphs
using word groups and phrases
omitting and replacing words
using subjective, objective or evaluative language
selectingconnectives to link forwardor back to ideas
in the text

vi. Use words and word groups including:
noun groups, phrases and adjectives to create
effective, detailed and accurate descriptions
adverbs and phrases to showtime, place and
cause
verbs and adverbs to intensify meanings, expand
and sharpen ideas

vii. Write using sentence structures that include sentence
fragments and single words to emphasise, extend and
explain ideas and information

viii. Communicate intended meaning in complex
sentences using punctuation conventions, including:
commas after an introductory word or phrase and
to separate clauses
brackets [ ] and parentheses ( )
colons and bullets in a list

ix. Reviewand edit own and others writing, using
knowledge of editing techniques

W
o
r
d

k
n
o
w
l
e
d
g
e

x. Select learning area vocabulary that:
adds precision
enhances meaning

xi. Confirmspellings, word meanings or word choice,
including using knowledge gained fromtechnical
texts, e.g. scientific reports

V
i
s
u
a
l

k
n
o
w
l
e
d
g
e

xii. Use visual features for impact, including using
placement on the page, choice of colours and
analytical images, e.g. figures, tables, diagrams,
maps and graphs



In Year 6, students:
Viewing and Reading (VR 6) T1 T2 T3 T4
T
e
x
t

k
n
o
w
l
e
d
g
e

i. View, read, navigate and adjust selection of texts for
multiple purposes


ii. Viewand read written, visual and multimodal learning
area texts that:
use contents, home pages and subpages,
glossaries, full indexes, and supporting details to
enhance readability
contain newinformation that requires reading and
research to build background knowledge
connect relationships between ideas and concepts


C
o
m
p
r
e
h
e
n
s
i
o
n

iii. Use text-processing strategies when viewing and
reading, including:
connecting to prior knowledge about the author
and specific learning area content
questioning, crosschecking and reviewing texts to
identify point of view
using literal and inferred information to draw
conclusions about significant concepts, arguments
or descriptions

iv. Independently viewand read and demonstrate
understanding of learning area texts by:
synthesising and comparing information and ideas
within and between texts
comparing texts that represent ideas and events in
different ways to determine similarities and
differences
analysing information andsupplyingevidence from
interrelatedparts of texts
evaluating and summarising point of view

G
r
a
m
m
a
r

k
n
o
w
l
e
d
g
e

v. Identify and describe words and word groups that:
represent ideas and relationships in sentences,
including extended noun groups and phrases
extend ideas and showrelationships


W
o
r
d

k
n
o
w
l
e
d
g
e

vi. Independently read with fluency:
learning area specific vocabulary
words of significance used to define concepts or
ideas


vii. Predict and confirmthe meaning of unfamiliar words
and decode themusing and combining cues including
knowledge about word origins, base words, prefixes
and suffixes


V
i
s
u
a
l

k
n
o
w
l
e
d
g
e

viii. Analyse howanalytical images, e.g. symbols, tables,
flowcharts, contribute to understanding and
interpretation of texts