Summary Table :

READING WRITING SPEAKING AND LISTENING

SEM1 Letter NamesLetter SoundsHigh Frequency WordsMSV (ongoing)FluencyConcepts about PrintComprehension

WritingSpelling 1 (Onset & Rime - ongoing)Spelling 2 (Oxford Words)Grammar and Punctuation (ongoing)Writing ProcessHandwritingHandwriting 2

SpeakingListening (ongoing)Sounds

SEM 2 MSV (ongoing)High Frequency Words 2Fluency 2Comprehension 2Text Purpose

Spelling 1 (ongoing)Spelling 3 (Sounds in words)Spelling 4(Oxford Words)Grammar and Punctuation (ongoing)Writing Process 2Handwriting 3

Listening (ongoing)

YELP PacingAssessment ScheduleEnglish Guaranteed Vocabulary

English Yearly Essential Learning Planner (YELP)

What is it that we want our students to know, understand, do and communicate KUDCO?

Subject: LiteracyArea: ReadingYear Level: Foundation

Team Members: Vanessa Hancock, Kate Gialamatzis, Sarah Mason, Carmel Manning, Hannah Tabart

READING

Victorian curriculum work sample (Clever Fox recording) Victorian curriculum work sample (Animals on my street recording)

Letter Names:I can recognise and name all 26 upperand lowercase letters.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: identify all the letters of the English alphabetin both upper- and lower-case

CD: Recognise all upper- and lower-case lettersand the most common sound that each letterrepresents (VCELA146)

I know some letters of thealphabet.

Supportive Vocabulary:

I know all 52 letters by their name.

Guaranteed Vocabulary:UppercaseLowercase

I know all the letters that make upmy name.

I can identify the most commonsounds of the 26 letters of thealphabet eg./c/ for the letter c.

--------------------------------------------AS: No link to Year 1 achievementstandard

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 1Week 2- 10

Term 2Week 1-3

CFA’s

Term 1Week 1: Pre CFALetter ID test (EOL)Week 9: Check in

Term 2Week 3: Markbook

Letter Sounds:I can use the sounds represented bymost letters (26 in total).

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: know and can use the sounds representedby most letters.

CD: Recognise all upper- and lower-case lettersand the most common sound that each letterrepresents (VCELA146)

Blend sounds associated with letters whenreading consonant-vowel-consonant words(VCELA147)

I know some sounds for lettersof the alphabet.

Supportive Vocabulary:Vowels

I can identify the most commonsounds of the 26 letters of thealphabet eg./c/ for the letter c.

Guaranteed Vocabulary:SoundsLetters

I can read words in my bookwhich have common sounds.

I know more than one sounddifferent letters can make. EG. ccan make a /k/ or a /s/ sound.

--------------------------------------------AS: When reading, they useknowledge of the relationshipsbetween sounds and letters

CD: Understand that a letter canrepresent more than one sound, andthat a syllable must contain a vowelsound (VCELA183)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 1Week 2- 10

Term 2Week 1-11

CFA’s

Term 1Week 1: Pre CFALetter ID test (EOL)

Term 2Week 5: Check inWeek 10: Markbook

High Frequency Words:I can recognise and read HighFrequency words in a text.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: read short predictable texts with familiarvocabulary

CD: Recognise that texts are made up of wordsand groups of words that make meaning(VCELA144)

I know what a letter is

I know what a word is

Supportive Vocabulary:

I can read High Frequency wordswithout stretching out sounds.

I can recognise and locate HighFrequency words in a text.

Guaranteed Vocabulary:WordsHigh Frequency Word

I can read high frequency wordsin a range of contexts (fonts,signs, real world etc)

I can read more than 100 HIghFrequency Words.

--------------------------------------------AS: use knowledge of therelationships between sounds andletters, high-frequency words,sentence-boundary punctuation anddirectionality to make meaning

CD: Explore differences in words thatrepresent people, places and things(nouns, including pronouns),happenings and states (verbs),qualities (adjectives) and details suchas when, where and how (adverbs)(VCELA179)

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 and 2: Daily exposure.

Recognise short vowels, commonlong vowels and consonant digraphs,and consonant blends (VCELA181)

Understand how to spell one and twosyllable words with common letterpatterns (VCELA182)

Understand that a letter canrepresent more than one sound, andthat a syllable must contain a vowelsound (VCELA183)

Link to Year 1 relevant EL:

Term 1: teach 2words per week

Term 2: teach 3words per week

CFA’s

Term 1Week 1: Pre Test(EOL)

Term 2Week 6: Check inWeek 10: Post TestCFA Reading of HFWlist and highlightingWeek 11: Markbook

MSV (Ongoing):I can use letter-sound information withmeaning and language structure tosolve words.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: developing knowledge of sound and letters

CD: Blend sounds associated with letters whenreading consonant-vowel-consonant words(VCELA147)

Recognise that texts are made up of words andgroups of words that make meaning (VCELA144)

I know the letters and thesounds they make.

I can point to a word.

Cognitive:Get mouth ready, slide, stretch,pointSupportive Vocabulary:Point, Meaning,Comprehension, Text,Strategies

I can look at the picture.

I can get my mouth ready for theword.

I listen to my reading to see if itmakes sense.

Guaranteed Vocabulary:Words

I can read an at level text (midFnP (B) and D end)independently using the GoodReader strategies.

I can use various readingstrategies such as:

- Stretching- Rhyming words- Chunking

● I can skip hard words andthen go back

● I can chunk a word intosmaller parts

● I can try a different vowelsound

● I can re-read a word if itdoesn’t make sense

--------------------------------------------AS: use knowledge of therelationships between sounds andletters, high-frequency words,sentence-boundary punctuation anddirectionality to make meaning

CD: Explore differences in words thatrepresent people, places and things(nouns, including pronouns),happenings and states (verbs),qualities (adjectives) and details suchas when, where and how (adverbs)(VCELA179)

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 & 2: Daily

CFA’s

Term 1Week 1: Pre Test(EOL)

Term 2:Week 4-8: F&PWeek 9: Markbook

Term 3 Term 4Week 7: CFAWeek 8: Markbook

Recognise short vowels, commonlong vowels and consonant digraphs,and consonant blends (VCELA181)

Understand how to spell one and twosyllable words with common letterpatterns (VCELA182)

Understand that a letter canrepresent more than one sound, andthat a syllable must contain a vowelsound (VCELA183)

Link to Year 1 relevant EL:

Fluency:I can read words in phrases on myown.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: read short predictable texts with familiarvocabulary and supportive images

CD: Recognise that texts are made up of wordsand groups of words that make meaning(VCELA144)

Read texts with familiar structures and features,practising phrasing and fluency, and monitormeaning using concepts about print andemerging phonic, semantic, contextual andgrammatical knowledge (VCELY152)

I read a familiar text like a robot.

Supportive Vocabulary:Read

I can read a familiar text like I talk- not like a robot.

I can slide through the sentencewith my finger.

Guaranteed Vocabulary:Fluent

I can read familiar texts using myvoice to maintain meaning.

I can read like I am talking whenreading a seen text.

I can point to the start of eachline to track my reading.

--------------------------------------------AS: read aloud, with developingfluency, short texts with someunfamiliar vocabulary, simple andcompound sentences and supportiveimages

CD: Compare different kinds ofimages in narrative and informativetexts and discuss how they contributeto meaning (VCELA180)

Read texts with familiar features andstructures using developing phrasing,fluency, phonic, semantic, contextual,and grammatical knowledge andemerging text processing strategies,including prediction, monitoringmeaning and rereading (VCELY187)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 2Week 4- 9

CFA’sCheck in: Every day when you are GuidedReading

Term 1Week 1: Pre Test(EOL)

Term 2Week 4-8: F&PWeek 9: Markbook

Concepts About Print:I can use CAP to navigate a text.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: drawing on their developing knowledge ofconcepts about print

CD: Understand concepts about print and screen,including how books, film and simple digital textswork, and know some features of print, includingdirectionality (VCELA142)

I can locate some of thefeatures of a text.

Supportive Vocabulary:BookFront coverPictureBeginningEnd

I can apply CAP to digital texts

I can read from left to right

I can locate the title and author

I can locate the front and backcover of the book

Guaranteed Vocabulary:AuthorIllustrator

I can read a book. I can navigate different types oftexts (fiction/non fiction)

--------------------------------------------AS: identify that texts serve differentpurposes and that this affects howthey are organised

CD: Understand concepts about printand screen, including how differenttypes of texts are organised usingpage numbering, tables of content,headings and titles, navigationbuttons, bars and links (VCELA177)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 1Weeks 1-9

CFA’s

Term 1Week 1: Pre Test Cup Cakes (EOL)Week 8: Post CFA through Guided ReadingconferencesWeek 9: Markbook

Comprehension:I can use simple comprehensionstrategies to understand and discusstexts that I listen to, view or read.

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: use questioning and monitoring strategies tomake meaning from texts

identify connections between texts and theirpersonal experience

CD: Explore the different contribution of wordsand images to meaning in stories and informativetexts (VCELA145)

I can sometimes make aprediction or connection

I can talk about a text

Supportive Vocabulary:Look

I can retell parts of the story

I can ask or answer questionsabout a text.

I can make a connection.

I can make a prediction.Guaranteed Vocabulary:

I can understand andcommunicate what I read.

- I can find the answer toquestions in a text.e.g. The Car is blueQ- What colour is the car?

- I can use clues in a text and myprior knowledge to answerquestions.

Recognise that texts are created by authors whotell stories and share experiences that may besimilar or different to students’ own experiences(VCELT148)

Use comprehension strategies to understand anddiscuss texts listened to, viewed or readindependently (VCELY153)

Question markSentenceClarifyFull stop

e.g. The car is the colour of aclear sky.Q - What colour is the car?

--------------------------------------------AS: recognise literal meaning in texts

recognise implied meaning in texts

CD: Use comprehension strategies tobuild literal and inferred meaningabout key events, ideas andinformation in texts that they listen to,view and read by drawing on growingknowledge of context, text structuresand language features (VCELY186)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Terms 1 & 2, Daily

CFA’s

Term 1.Week 1: Pre Test(EOL)

Term 2Week 4-8: F&PWeek 9: Markbook

High Frequency Words 2I can automatically read 100 HighFrequency words.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: read short predictable texts with familiarvocabulary

CD: Recognise that texts are made up of wordsand groups of words that make meaning(VCELA144)

I can read some of the words onmy HFW keyring (0-20 words)

Supportive Vocabulary:

I can recognise and quickly read100 High Frequency Words

● B - 20-49● C - 50-89● M - 90-100● E - 101+

Guaranteed Vocabulary:

I can automatically read HighFrequency Words in an at-leveltext.

I can recognise 200 of the first200 High Frequency words.

--------------------------------------------AS: use knowledge of therelationships between sounds andletters, high-frequency words,sentence-boundary punctuation anddirectionality to make meaning

CD: Explore differences in words thatrepresent people, places and things(nouns, including pronouns),happenings and states (verbs),qualities (adjectives) and details suchas when, where and how (adverbs)(VCELA179)

Recognise short vowels, commonlong vowels and consonant digraphs,and consonant blends (VCELA181)

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Terms 3 & 4, weekly

CFA’s

Reading 100 HFWlist and highlighting.

MarkbookTerm 4 week 10

Understand how to spell one and twosyllable words with common letterpatterns (VCELA182)

Understand that a letter canrepresent more than one sound, andthat a syllable must contain a vowelsound (VCELA183)

Link to Year 1 relevant EL:

Term 4 week 9

Fluency 2I can read words in phrases on myown.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: read short predictable texts with familiarvocabulary and supportive images

CD: Recognise that texts are made up of wordsand groups of words that make meaning(VCELA144)

Read texts with familiar structures and features,practising phrasing and fluency, and monitormeaning using concepts about print andemerging phonic, semantic, contextual andgrammatical knowledge (VCELY152)

Read a familiar, simplesentence slowly at my level.

Cognitive: SlideSupportive Vocabulary:

I can read a familiar Level 4 textconfidently.

I can slide my finger or use myeyes to track my reading.

I can pause and take a breathwhen I see a . ! ?

Guaranteed Vocabulary:Fluent

I can read a predictable textfluently at my level.

I can read an at level text usingthe punctuation to guide fluencyand expression.

--------------------------------------------AS: read aloud, with developingfluency, short texts with someunfamiliar vocabulary, simple andcompound sentences and supportiveimages

CD: Compare different kinds ofimages in narrative and informativetexts and discuss how they contributeto meaning (VCELA180)

Read texts with familiar features andstructures using developing phrasing,fluency, phonic, semantic, contextual,and grammatical knowledge andemerging text processing strategies,including prediction, monitoringmeaning and rereading (VCELY187)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Terms 3 & 4, weekly

CFA’s

CFAFamiliar Level 4 text

MarkbookTerm 4, Week 9

Comprehension 2:I can use comprehensionstrategies to understand and discusstexts that I listen to, view or read.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: use questioning and monitoring strategies tomake meaning from texts

identify connections between texts and theirpersonal experience

recall one or two events from texts with familiartopics

CD: Explore the different contribution of wordsand images to meaning in stories and informativetexts (VCELA145)

Recognise that texts are created by authors whotell stories and share experiences that may besimilar or different to students’ own experiences(VCELT148)

Use comprehension strategies to understand anddiscuss texts listened to, viewed or readindependently (VCELY153)

Identify some features of texts including eventsand characters and retell events from a text(VCELT150)

I can make a prediction beforereading a text.

I can make a connection.

I can ask and answer questionsabout a text.

Cognitive:Predicting, Inferring, Visualising

Supportive Vocabulary:Comprehension

I can infer about a character orevent.

I can visualise the pictures in myhead

I can recall one or two events fromtexts with familiar topics.

Guaranteed Vocabulary:

I can apply learnedcomprehension strategies in avariety of texts.

I can read a text independentlyand answer literal and inferentialquestions about the text

--------------------------------------------AS: recognise literal meaning in texts

recognise implied meaning in texts

CD: Use comprehension strategies tobuild literal and inferred meaningabout key events, ideas andinformation in texts that they listen to,view and read by drawing on growingknowledge of context, text structuresand language features (VCELY186)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Weekly focus in Reading lessons:

- Inferring clip (pixar, literacy shed)- Audio Books

MONDAY:- MSV/Clarify

TUESDAY- Visualising

WEDNESDAY- I can infer about a character or event.

THURSDAY- I can orally retell a text

FRIDAY- Fluency

CFA’s

PM BenchmarkWeek 8

MarkbookWeek 9

Text Purpose:I can identify the type of text

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: understand that there are different types oftexts and that these can have similarcharacteristics

CD: Understand that texts can take many forms,and that imaginative and informative texts havedifferent purposes (VCELA141)

Recognise some different types of literary textsand identify some characteristic features ofliterary texts (VCELT149)

Identify some familiar texts and the contexts inwhich they are used (VCELY151)

Identify some differences between imaginativeand informative texts (VCELY154)

I know what real andimaginary/made up means.

Supportive Vocabulary:

I know some features of fictiontexts (character, read frombeginning to middle to end, madeup story)

I know some features of nonfiction texts (facts, information,contents page, photographs)

I can explain some similarities offiction and nonfiction.

Guaranteed Vocabulary:FictionNon-Fiction

I can justify why this is anonfiction or fiction book.

I can identify extra features offiction and non-fiction texts eg.setting, problem, solution,glossary, index, diagram.

--------------------------------------------AS: understand the differentpurposes of texts

CD: Understand that the purposestexts serve shape their structure inpredictable ways (VCELA176)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Terms 3 & 4, weekly

CFA’s

Term 3, Week 9One on one - discussrigour

MarkbookTerm 3, Week 10

WRITING

Victorian curriculum writing work samples

Writing:I can use familiar words and phrases toshare my ideas.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: use familiar words and phrases and imagesto convey ideas

CD: Understand that spoken sounds and wordscan be written and know how to write somehigh-frequency words and other familiar wordsincluding their name (VCELA157)

Retell familiar literary texts through performance,use of illustrations and images (VCELT159)

I can copy/trace words.

I can use pictures to share myideas.

Supportive Vocabulary:

I can use familiar words I know towrite simple sentences.

Guaranteed Vocabulary:PhraseTwo finger space

I can write about familiar events. I can provide details about ideasor events in my writing.

--------------------------------------------AS: provide details about ideas orevents

CD: Recreate texts imaginativelyusing drawing, writing, performanceand digital forms of communication(VCELT192)

Build on familiar texts by using similarcharacters, repetitive patterns orvocabulary (VCELT193)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 & 2: Daily

CFA’s

Term 1:Week 1: Pre CFAClever Max

Term 2:Week 7: CFARecountWeek 8: Markbook

Term 3 (due to RFL)Week 9: Post CFA(recount)Week 10: Markbook

Spelling 1 (ongoing):I can make new words by changing anonset or rime.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of letter and soundknowledge

CD: Know how to use onset and rime to spellwords where sounds map more directly ontoletters (VCELA158)

I can identify words that rhyme

I know letters and sounds, andcan record them.

Supportive Vocabulary:Alphabet

I can make new words bychanging the beginning of a word.eg. cat - bat, fat, sat, mat

Guaranteed Vocabulary:OnsetRime

I can apply my knowledge ofrhyme in my writing.

I can make new words bychanging the beginning of a wordto use a blend.eg. flat, chat.

--------------------------------------------AS: use their knowledge of blendingand segmenting, and many simpleand high-frequency words to writepredictable words

CD: Recognise and know how to usesimple grammatical morphemes inword families (VCELA191)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 1:One lesson per week

Term 2:One lesson per week

Term 3:One lesson per week

Term 4:One lesson per week

CFA’s

Term 1:Week 1: Pre CFAEOL

Term 2:Week 5: Check in

Term 3:Week 8: CFAWeek 9: Markbook

Term 4:Week 5: CFAWeek 6: Markbook

Spelling 2:I can spell the first 25 Oxford HighFrequency Words

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of letter and soundknowledge

CD: Understand that spoken sounds and wordscan be written and know how to write somehigh-frequency words and other familiar wordsincluding their name (VCELA157)

I can spell some HighFrequency Words.

Supportive Vocabulary:

I can spell the first 25 Oxford HighFrequency Words

Guaranteed Vocabulary:

I can use the first 25 Oxford HighFrequency words in my writing.

I can spell more than 25 OxfordHigh Frequency Words

--------------------------------------------AS: accurately spell words withregular spelling patterns

CD: Understand how to use visualmemory to write high-frequencywords, and that some high-frequencywords have regular and irregularspelling components (VCELA184)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 & 2: Weekly

CFA’s

Term 1:Week 2: Pre CFARecount/Clever MaxsampleWeek 9: Check in:Oxford Word Test (14words)

Term 2Week 11: Post CFAand Markbook OxfordWord Test

Grammar & Punctuation(ongoing):I can experiment with capital letters andfull stops in my writing.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of experimentationwith capital letters and full stops

CD: Understand that punctuation is a feature ofwritten text different from letters and recognisehow capital letters are used for names, and thatcapital letters and full stops signal the beginningand end of sentences (VCELA156)

Participate in shared editing of students’ owntexts for meaning, spelling, capital letters and fullstops (VCELY161)

I can point to a full stop.

I can write my name in capitalletters.

Supportive Vocabulary:Exclamation !Questions ?

I can use a capital letter at thestart of my name.

I can experiment with using capitalletters in my writing.

I can experiment with full stops inmy writing.

I can write in the correct casemost of the time.

Guaranteed Vocabulary:CapitalSentence

I can use correct caseconsistently in my writing.

I can demonstrate myunderstanding of full stops in mywriting.

I can appropriately use full stopsand capital letters.

I can experiment and usedifferent punctuation in my writing(? !).

--------------------------------------------AS: use capital letters and full stopsappropriately.

CD: Recognise that different types ofpunctuation, including full stops,question marks and exclamationmarks, signal sentences that makestatements, ask questions, expressemotion or give commands(VCELA190)

Understand how to use learnedformation patterns to representsounds and write words usingcombinations of unjoined upper- andlower-case letters (VCELY196)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 1: Daily Term 2: Daily

Term 3: Daily Term 4: Daily

CFA’s

Term 1:Week 1: Pre CFAClever Max/Recount

Term 2:Week 7: CFARecount

Week 8: Markbook

Term 3 (due to RFL)Week 8 Post CFA(recount)Week 9 Markbook

Term 4:Week 8: Post CFA(recount)Week 9: Markbook

Writing Process:With guidance I can plan and draft apiece of writing.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of beginning writingbehaviours

CD: Create short texts to explore, record andreport ideas and events using familiar words andbeginning writing knowledge (VCELY160)

I can draw a picture.

I can talk about my picture.

Supportive Vocabulary:Picture

I can draw to plan my writing. Mywriting matches my picture.

I write what I can hear byrecording the main consonantsounds in a word.

I can read back my writing withsome accuracy.

I can use a two-finger spacebetween words.

I can write and illustrate for aminimum of 5 minutes.

Guaranteed Vocabulary:PlanDraftIllustrate

I can use a plan to record myideas.

I can hear and record beginning,middle and end sounds in aword.

I can write and illustrate for morethan 5 minutes.

--------------------------------------------AS: N/A

CD: Create short imaginative andinformative texts that show emerginguse of appropriate text structure,sentence-level grammar, wordchoice, spelling, punctuation andappropriate multimodal elements(VCELY194)

Construct texts that incorporatesupporting images using softwareincluding word processing programs(VCELY197)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 & 2: Daily

CFA’s

Term 1:Week 1: Pre CFAClever Max

Term 2:Week 7: CFARecountWeek 8: Markbook

Term 3 (due to RFL)Week 8: Post CFA(recount)Week 9: Markbook

Handwriting:I can write most upper and lower caseletters correctly using Victorian ModernFont on 18mm lined paper.

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

Learning Target:

AS: correctly form all upper- and lower-caseletters.

CD: Understand that sounds in English arerepresented by upper- and lower-case letters thatcan be written using learned letter formationpatterns for each case (VCELY162)

I can have a go at writing letters.

Supportive Vocabulary:Vic Modern font

I place my letters on the line.

I know the start and end points formost of my uppercase andlowercase letters.

Guaranteed Vocabulary:

I can use my knowledge of howto write letters, to write words.

I can write legibly and neatly onthe line.

--------------------------------------------AS: N/A

CD: Understand how to use learnedformation patterns to representsounds and write words usingcombinations of unjoined upper- andlower-case letters (VCELY196)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 & 2: Daily

CFA’s

Week 1: Pre CFAClever Max

Term 2:Week 7: CFARecountWeek 8: Markbook

Term 3 (due to RFL)Week 8: Post CFA(recount)Week 9: Markbook

Spelling 3:I can write spoken sounds and wordsusing letters of the alphabet.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of letter and soundknowledge

CD: Understand that some language in writtentexts is unlike everyday spoken language(VCELA155)

Understand that spoken sounds and words canbe written and know how to write somehigh-frequency words and other familiar wordsincluding their name (VCELA157)

Understand that sounds in English arerepresented by upper- and lower-case letters that

I can name the letters in thealphabet.

I can copy some high frequencywords.

Supportive Vocabulary:

I can have a go at writing unknownwords.

I write what I can hearindependently.

I can write letters that match thesounds I hear.

Guaranteed Vocabulary:

I use my knowledge of letters andsounds to write sentences.

I can use spelling strategies toaccurately spell words.

--------------------------------------------AS: accurately spell words withregular spelling patterns

CD: Understand how to use visualmemory to write high-frequencywords, and that some high-frequencywords have regular and irregularspelling components (VCELA184)

can be written using learned letter formationpatterns for each case (VCELY162)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 3 & 4: Daily

CFA’s

Term 4:Week: 8 CFAWeek 9: Markbook

Spelling 4:I can spell 50 Oxford Plus HighFrequency Words.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of letter and soundknowledge

CD: Understand that spoken sounds and wordscan be written and know how to write somehigh-frequency words and other familiar wordsincluding their name (VCELA157)

I can spell up to 25 Oxford PlusWords.

Supportive Vocabulary:

I can spell 50 Oxford HighFrequency Words by myself.

Guaranteed Vocabulary:

I can use the Oxford HighFrequency Words in my writing.

I can spell 100 Oxford HighFrequency Words

--------------------------------------------AS: accurately spell words withregular spelling patterns

CD: Understand how to use visualmemory to write high-frequencywords, and that some high-frequencywords have regular and irregularspelling components (VCELA184)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 3 & 4: Weekly (3-4 words per week)

CFA’s

Term 3:Week 10: Check in

Term 4:Week 5: CFAWeek 6: Markbook

Writing Process 2I can talk about what I want to write,draft my writing and read it back.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: writing shows evidence of beginning writingbehaviours

CD: Create short texts to explore, record andreport ideas and events using familiar words andbeginning writing knowledge (VCELY160)

I can generate an idea withteacher assistance.

I can have a go at writingletters/words.

I can draw a pictureindependently.

Cognitive: Plan, editSupportive Vocabulary:IdeasMakes sense

I can think of an idea to write andwrite it independently.

I can draw a picture that matchesmy writing.

I remain in my seat and writeindependently for 10 minutes.

I can read back my own writing.

Guaranteed Vocabulary:DraftRetellReportRecount

I can complete a piece of writingand read it back to the teacher.

I can read my writing and makechange independently. E.g. fullstops, capital letters, punctuation.

I can add more detail to mywriting independently. E.g. addadjectives, verbs.

--------------------------------------------AS:

CD:

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 3 & 4: Daily

CFA’s

Term 4:Week 8: CFAWeek 9: Markbook

Handwriting 3I can write all upper and lower caseletters correctly using Victorian ModernFont, on 24mm dotted-thirds (ongoing).

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: correctly form all upper- and lower-caseletters.

CD: Understand that sounds in English arerepresented by upper- and lower-case letters thatcan be written using learned letter formationpatterns for each case (VCELY162)

I can write on 18mm linedpaper.

Cognitive:Supportive Vocabulary:Vic Modern Font

I can write on 24mm dotted-thirdslined paper correctly.

I can correctly form upper andlowercase letters at correctstarting points.

Guaranteed Vocabulary:Handwriting

I can apply these skills to mywriting and write neatly.

--------------------------------------------AS: N/A

CD: Create short imaginative andinformative texts that show emerginguse of appropriate text structure,sentence-level grammar, wordchoice, spelling, punctuation andappropriate multimodal elements(VCELY194)

Supporting Documentation:

Proficiency Scale

Construct texts that incorporatesupporting images using softwareincluding word processing programs(VCELY197)

Link to Year 1 relevant EL:

Data Tracker

When taught?Term 3 & 4: Daily

CFA’s

Term 4:Week 8: CFAWeek 9:Markbook

SPEAKING AND LISTENING

Victorian curriculum work sample (about favourite book 1) Victorian curriculum work sample (about favourite book 2)

Speaking:I can clearly use my words to interactwith others

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: Students listen to and use appropriateinteraction skills to respond to others in a familiarenvironment.

In informal group and whole-class settings,students communicate clearly

CD:

I can communicate my ideas.

Supportive Vocabulary:Speak

I can clearly use words to interactwith others and express ideas.

Guaranteed Vocabulary:

I can have a conversation withpeople I know.

I can wait patiently for my turn totalk.

--------------------------------------------AS: interact in pair, group and classdiscussions, taking turns whenresponding

CD: Understand that people usedifferent systems of communication tocater to different needs and purposesand that many people may use signsystems to communicate with others(VCELA198)

Understand that language is used incombination with other means ofcommunication (VCELA199)

Explore different ways of expressingemotions, including verbal, visual,body language and facial expressions(VCELA201)

Engage in conversations anddiscussions, using active listening,showing interest, and contributingideas, information and questions,taking turns and recognising thecontributions of others (VCELY210)

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Term 1 & 2: Daily

CFA’s

Term 1:Week 1: Pre CFAEOL/NOL Interviewobservations

Term 2Week 8: Post CFAobservationsWeek 9: Markbook

Link to Year 1 relevant EL:

Listening (ongoing):I can listen to others by showing arange of listening behaviors.

Learning Target:

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

AS: Students listen to and use appropriateinteraction skills to respond to others in a familiarenvironment.

CD: Listen to and respond orally to texts and tothe communication of others in informal andstructured classroom situations using interactionskills, including listening, while others speak(VCELY174)

I can explain what goodlisteners do.

Supportive Vocabulary:

I can use the 5Ls of Listening -lips, legs, lap, look, listen.

Guaranteed Vocabulary:5 Ls of listening

I can follow simple instructions. I can wait patiently for my turn totalk.

--------------------------------------------AS: listen to others when taking partin conversations using appropriateinteraction skills

CD: Understand that there aredifferent ways of asking forinformation, making offers and givingcommands (VCELA200)

Engage in conversations anddiscussions, using active listening,showing interest, and contributingideas, information and questions,taking turns and recognising thecontributions of others (VCELY210)

Listen to, recite and perform poems,chants, rhymes and songs, imitatingand inventing sound patternsincluding alliteration and rhyme(VCELT209)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?Daily

CFA’s

Term 1:Week 1: Pre CFAEOL/NOL Interviewobservations

Term 2:Week 4: CFAobservationsWeek 5: Markbook

Term 3: Term 4:Week 3: CFAWeek 4: MArkbook

MarkbookTerm 4, Week 4

Sounds:I can hear rhymes, syllables and wordswith the same first sounds in spokenwords.

Prerequisite SkillsWhat prior knowledge, skills and/orvocabulary are needed for a student toaccess this essential learning? (consultpreceding Year Level’s YELPs andAchievement Standard)

Essential Learning (Rigor)What knowledge, skills and/or vocabularyare needed for a student to master thisessential learning? Have we maintained theintent/integrity of the achievement standard?What does proficient student work look like?

Application *keep minimal

How can the students now apply theirlearning? Consider estimations, projects,problem solving etc & higher levelreasoning.

ExtensionWhat can proficient students now work onfrom the above year level to extend theirlearning and ensure they are engaged?(Consult the above Year Level’s YELP andAchievement Standards.)

Learning Target:

AS: They can identify rhyme, letter patterns andsounds in words.

They identify and use rhyme, letter patterns andsounds in words.

CD: Identify rhyming words, alliteration patterns,syllables and some sounds (phonemes) inspoken words (VCELA168)

Blend and segment onset and rime in singlesyllable spoken words and isolate, blend andsegment phonemes in single syllable words (firstconsonant sound, last consonant sound, middlevowel sound) (VCELA169)

I can listen to words.

I know that letters make sounds.

Supportive Vocabulary:

I can hear a rhyme and anon-rhyme.

I can break some words intosyllables

I can hear the initial sound in aword Eg. cat /c/

Guaranteed Vocabulary:syllablerhyme

I can apply my rhymingknowledge when spelling,reading and writing.

I can add to a rhyme family.Teacher: “Pot and Hot rhyme.What else rhymes with pot andhot?” Student: “cot, rot, lot…”

I can hear the middle sounds in aword.

--------------------------------------------AS: listen for and reproduce letterpatterns and letter clusters

CD: Identify the separate phonemesin consonant blends or clusters at thebeginnings and ends of syllables(VCELA203)

Manipulate phonemes by addition,deletion and substitution of initial,medial and final phonemes togenerate new words (VCELA204)

Link to Year 1 relevant EL:

Supporting Documentation:

Proficiency ScaleData Tracker

When taught?

Term 1, Daily Term 2, Weeks 1 - 3

CFA’s

Term 1:Week 1: Pre CFAEOL

Term 2:Week 2: Post CFA:Week 3: Markbook

Term 3 (Due toRFL)Week 9: CFAWeek 10: Markbook

Term 4

Nice to Know ELs - Els not being taught this year, due to not being in the Foundation curriculum (however may be exposed)

WRITING

Handwriting 2:I can hold my pencil correctly.

Learning Target:

Essential Learning (Rigor)I can hold my pencil correctlyby using a three-finger gripwith my preferred hand.

I can apply appropriatepressure with my pencil.

Guaranteed Vocabulary:Correct pencil grip