Vocabulary & Grammar |
Discourse Structure |
 Extends key vocabulary to include personal details of self
and family and relevant others, most aspects of everyday life, and other vocabulary of
personal significance. Can use and comprehend
action words and simple verb tenses in sentences of one or two clauses.
Comprehends and uses simple questions and
instructions.
Uses and comprehends adjectives, pronouns and
prepositions to describe people, places, things and events.
Conveys overall meaning despite possible
variations in spelling and grammar. |
Comprehends oral or written texts which have predictable
structure and familiar vocabulary; is able to get the gist or extract specific information
from texts which have more unfamiliar elements.
Constructs and/or comprehends texts with statements linked by simple cohesive devices,
such as and, but, then.
Distinguishes between genres and uses some of
these features in own writing, e.g. personal histories, narratives and recounts.
Recognises that texts have organisation and
structure, e.g. beginning, middle and end.
Sequences writing with some attention to
organising principles of time, importance, geography or other personally meaningful
principles.
Uses language appropriate to a range of
interactional purposes.
Refines conversational skills, using effective
interaction strategies, including common openings and closings, asking questions and turn
taking to maintain simple conversation. |
Phonology & Graphology |
Meaning-Making Strategies |
| Uses a variety of word attack skills. Refines knowledge of alphabet to use other alphabetically
organised information.
Recognises diagrammatic features of text, e.g.
grid references, dot points, arrows.
Reads and writes legible script.
Attempts spelling by using familiar letter
patterns, including phonic letter patterns, common stems, suffixes and prefixes.
Produces mostly intelligible pronunciation,
stress and intonation patterns. Some variations may require clarification.
May speak slowly, and pronounce key words
deliberately.
Writes numerals in a range of forms as required,
e.g. phone numbers, dates, account numbers.
Comprehends short spoken texts provided the input
is comprehensible and the content relates to familiar or personally relevant context. |
May rely on facial expressions and gestures to assist
with communicating or interpreting meaning. Draws
on knowledge of letter-sound relationships, syntactic and semantic cues to maintain
meaning when reading.
Makes connections between own knowledge and
experience, and the ideas, events and information in spoken, written, pictorial or
electronic texts.
Makes connections between own knowledge and
experience and the purpose of texts.
Recognises the differences between the formal and
informal registers of spoken and written texts and that when social relations change,
language may also change.
Self-corrects when meaning is lost by re-reading.
Asks questions to clarify meaning when listening
or reading.
Begins to plan, and review, own writing.
Understands that texts represent the
author’s real or imaginary experience/intentions.
Reads short accessible texts of familiar content
which are personally relevant.
Recognises the significance of languages and
language varieties other than standardised English. |
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