PuN6
writes commas to separate clauses where appropriate punctuates more complex dialogue correctly (‘The team has made some interesting recommendations,’ she said, nodding. ‘But I do not want to act upon them before I have read the full report.’ )
PuN6 | Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PhA3
orally blends two or three phonemes together to make a one-syllable word (a-sh, s-u-n, b-i-n, sh-i-p) orally segments words of two or three phonemes into separate phonemes (c-a-t, s-u-n, k-i-ck) identifies the number of phonemes that make up a spoken …
PhA3 | Phonological awareness | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PuN5
uses quotation marks for simple dialogue (‘I can’t see it,’ he said.) uses apostrophes for plural possessives (planes' wings) follows conventions of use of capitals in headings
PuN5 | Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG10
writes words which do not include common phonic patterns or letter groupings correctly spells less common homophones correctly (site, sight) applies spelling generalisations when writing words explains and uses a range of morphemic word families (friend, …
SpG10 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
GrA3
Whole text level sequences sentences to reflect a logical flow of ideas uses common cohesive devices such as simple pronoun reference when the referent is close to the pronoun (I have a bird. It can talk.) uses basic text connectives repetitively (and, …
GrA3 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PKW5
Phonic knowledge gives examples of how a phoneme can be represented by more than one letter or letter combination (c, ck) says short and long vowel sounds for letters a, e, i, o, u reads single-syllable words with common double letters (ss – fuss, …
PKW5 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InT4
interacts to extend and elaborate ideas in a discussion (provides an additional example) presents simple ideas clearly in group situations actively encourages or supports other speakers shows awareness of discussion conventions (uses appropriate …
InT4 | Interacting | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpK1
speaks in short phrases or simple sentences about familiar objects, people or events expresses feelings and needs (I’m thirsty) makes simple requests indicates a preference when offered a choice (selects a fruit from a bowl) use simple, appropriate …
SpK1 | Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
GrA2
writes sentence fragments or short, simple sentences using subject-verb and subject-verb-object structure (I play soccer) Group and word level uses regular plural nouns correctly (dog, dogs) represents processes using a small range of verbs (relating …
GrA2 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PhA2
segments a short spoken sentence of three to five words into separate spoken words orally blends and segments words with two and three syllables hopp-ing, fam-i-ly blends onset/rime to say a word (m/um = mum, h/at =hat, sh/op = shop) provides a word …
PhA2 | Phonological awareness | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PKW3
Phonic knowledge says the most common phoneme for taught, single-letter graphemes (b, a, m) and applies knowledge when reading decodable texts blends phonemes of taught graphemes to decode VC (at) and CVC (bat) words and applies this knowledge when …
PKW3 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpK3
makes short presentations using a few connected sentences, on familiar and learnt topics (retells a familiar story or describes a process) speaks audibly and clearly to a familiar audience (own class) uses some extended sentences organises key ideas …
SpK3 | Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT6
Comprehension reads and views simple texts and some predictable texts (see Text complexity) locates specific information in a predictable print text or a given set of digital sources describes the purpose of informative, imaginative and persuasive texts draws …
UnT6 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources