Skills Continuum

Comprehension Skills and Strategies

Students read texts at an age appropriate level and show understanding as they:
• Look at books independently and display reading-like behaviour
• Make connections to own experiences when listening to or 'reading' texts
• Identify main story settings, events and principal characters
• Participate in shared reading, joining in with rhymes, refrains and repeated texts

Word Recognition

Students show development in fluency, vocabulary and word recognition as they:
• Distinguish between pictures and written text
• Recognise familiar words such as own name and environmental print

Comprehension Skills and Strategies

Students read texts at an age appropriate level and show understanding as they:
• Retell or represent the features of familiar stories
• Follows text written in English from left to right and top to bottom
• Ascribe meaning to text
• Demonstrate comprehension by responding to text
• Identify relevant information in fiction and non-fiction text
• Predict what might happen next

Word Recognition

Students show development in fluency, vocabulary and word recognition as they:
• Discriminate between visual representations such as numbers, letters and words
• Recognise words, signs and symbols in familiar contexts
• Recognise familiar grapheme-phoneme correspondences
• Demonstrate an awareness of syllable division

Year 1

Comprehension Skills and Strategies

Students read texts at an age appropriate level and show understanding as they:
• Recall main ideas and supporting details when retelling texts
• Answer simple literal and inferential questions
• Locate and select texts appropriate to purpose or interest
• Make connections to prior knowledge
• Use illustrations to gain meaning from the text
• Express opinions about the meaning of a story
• Predict what might happen in the context of the text
• Participate in shared reading by asking and responding to questions

Word Recognition

Students show development in fluency, vocabulary and word recognition as they:
• Blend and segment phonemes to read VC and CVC words
• Isolate beginning, middle and end sounds of words with increasing accuracy
• Generate rhyming patterns for CVC words
• Read high frequency words in different contexts
• Recognise the grapheme-phoneme correspondences of common digraphs
• Demonstrate accurate syllable division

Year 2

Comprehension Skills and Strategies

Students read texts at an age appropriate level and show understanding as they:
• Recall main ideas and supporting details when retelling texts
• Respond to questions about the text with reference to information found in the text
• Locate and select texts appropriate to purpose, interest and readability
• Ask questions to understand the author's intent
• Express opinions about the meaning of text
• Describe how characters, people and events are represented
• Make connections between prior knowledge with a variety of texts and with fictional characters
• Pay attention to punctuation

Word Recognition

Students show development in fluency, vocabulary and word recognition as they:
• Blend and segment phonemes to read CVCC and CCVC words
• Identify long and short vowel sounds
• Apply knowledge of grapheme-phoneme correspondences in common vowel digraphs and trigraphs
• Identify syllables within a two or three syllable word
• Read familiar words fluently and accurately

Year 3

Comprehension Skills and Strategies

Students read texts at an age appropriate level and show understanding as they:
• Recall main ideas and supporting details when retelling texts
• Read to discover answers and gain information
• Respond to texts and make personal connections with facts, characters, and situations
• Locate and select texts appropriate for purpose, interest and readability
• Describe how fiction and different forms of non-fiction texts are organised
• Suggest why characters, people and events are represented in a particular way
• Justify personal responses to texts
• Understand unfamiliar vocabulary by attending to context
• Read with pace and expression paying attention to context and punctuation

Word Recognition

Students show development in fluency, vocabulary and word recognition as they:
• Apply knowledge of less common grapheme-phoneme correspondences
• Decode unfamiliar words fluently and accurately

Year 4

Comprehension Skills and Strategies

Students read texts at an age appropriate level and deepen understanding by applying strategies to comprehend as they:
• Read to discover answers and gain information
• Locate relevant information in texts
• Recall main ideas and supporting details when retelling texts
• Summarise learning from texts
• Make connections within and between texts
• Select and use texts in multimodal forms to suit a purpose
• Distinguish between fact and opinion
• Justify personal responses to text and understand authors and other readers have different responses
• Refer to literal and inferential evidence from the text
• Identify and describe the techniques authors and illustrators use to influence a reader

Fluency, vocabulary and word recognition

Students show development in fluency, vocabulary and word recognition as they:
• Use text clues to infer the meaning of subject specific words
• Make meaning of words by applying knowledge of morphology, phonology, etymology and orthography
• Read with appropriate expression, pace and accuracy

Year 5

Comprehension Skills and Strategies

Students read texts at an age appropriate level and deepen understanding by applying strategies to comprehend as they:
• Read to discover answers and gain information
• Locate relevant information in texts
• Recall main ideas and supporting details when retelling texts
• Summarise and synthesise learning from texts
• Connect ideas, feelings and attitudes expressed within, and between texts
• Infer meaning from clues found throughout a text
• Question and evaluate a range of multimodal sources to identify relevant information
• Distinguish between fact and opinion, reaching conclusions about what represents valid information
• Identify and describe the techniques authors and illustrators use to influence a reader
• Explain how a range of text forms vary by using knowledge of purpose, text structure and language features
• Recognise literary devices

Fluency, vocabulary and word recognition

Year 6

Comprehension Skills and Strategies

Students read texts at an age appropriate level and deepen understanding by applying strategies to comprehend as they:
• Read to discover answers and gain information
• Locate relevant information in texts
• Recall main ideas and supporting details when retelling texts
• Make inferences and be able to justify them
• Locate, summarise and synthesise information from a range of multimodal sources
• Describe the author's' use of language and interpret meaning beyond the literal
• Discuss and justify own interpretation of a text
• Distinguish between fact and opinion, justifying conclusions about what represents valid information
• Identify and describe the techniques authors and illustrators use to influence a reader
• Identify the genre of a text and explain its purpose and features
• Recognise and interpret literary devices

Fluency, vocabulary and word recognition

Writing

Students use writing to communicate a message as they:
• Mark-make in a variety of ways
• Use mark-making for different purposes
• Demonstrate awareness that writing and drawing are different

Students demonstrate conventions of written text as they:
• Make marks with increasing understanding of shape and direction

Students use writing to communicate a message as they:
• Assign meaning to own writing
• Use writing for specific purposes

Students demonstrate conventions of written text as they:
• Form some identifiable letter shapes
• Use correct directionality in writing
• Use some signs and symbols in writing
• Represent familiar grapheme-phoneme correspondences (GPCs) in writing

Year 1

Students use writing to communicate a message as they:
• Write to express ideas, opinions, experiences and feelings
• Create written text for different purposes
• Create written text to connect with images
• Plan for writing by orally rehearsing and/or drawing
• Generate own ideas for writing

Students demonstrate conventions of written text as they:
• Explore different writing structures
• Use the grapheme-phoneme correspondences (GPCs) of common digraphs when writing
• Segment words and write the corresponding letter sounds
• Write some key personal words and high frequency words
• Form all upper-case and lower-case letters and numerals correctly
• Occasionally use capital letters and full stops to begin and end sentences
• Compose simple sentences

Year 2

Students use writing to communicate a message as they:
• Use a process to plan, draft, revise, edit and publish a range of texts
• Write ideas, experiences and feelings conveying a main idea
• Write a range of taught text types
• Explain the purpose of a piece of writing and the structure that needs to be included
• Uses written text to enhance the meaning of images
• Use vocabulary drawn from other texts or classroom activities in own writing

Students demonstrate conventions of written text as they:
• Correctly spell phonically decodable two and three syllable words
• Spell key personal words and high frequency words
• Form all lowercase and upper-case letters correctly with automaticity
• Use full stops and capital letters to punctuate sentences
• Use simple conjunctions to write compound sentences
• Consistently use accurate noun pronoun agreement
• Consistently use accurate subject verb agreement

Year 3

Students use writing to communicate a message as they:
• Use a process to plan, draft, revise, edit and publish a range of texts
• Plan and write to convey main ideas
• Write a range of text types selected according to purpose
• Develop ideas with supporting detail and descriptive language
• Develop ideas in a logical sequence
• Use vocabulary drawn from a variety of sources to enhance writing
• Offer constructive feedback to improve the writing of peers
• Identify next steps needed to improve own writing

Students demonstrate conventions of written text as they:
• Use letter-sound relationships and irregular letter patterns to spell words
• Spell high frequency words
• Write legibly in a consistent style
• Use capital letters, full stops, question marks correctly
• Begin to use speech marks
• Use adverbs and adjectives to add impact to writing
• Use simple and compound sentences

Year 4

Students use writing at an age appropriate level to communicate a message as they:
• Use a process to plan, draft, revise, edit and publish a range of texts
• Demonstrate voice in writing by imitating mentor texts
• Write a range of text types selected according to purpose and audience
• Develop ideas with supporting details and descriptive language
• Organise main ideas and supporting detail into paragraphs
• Use literary devices in writing
• Use vocabulary drawn from a range of sources to enhance writing
• Offer and receive constructive feedback to improve the writing of themselves and peers

Students demonstrate conventions of written text as they:
• Spell words by applying knowledge of morphology, phonology, etymology and orthography
• Use spelling strategies to self-monitor and self-correct
• Write legibly in a consistent style
• Use capital letters, full stops, question marks and exclamation marks correctly
• Use speech marks, commas, apostrophes
• Follow grammatical rules, vary sentence beginnings, structures and length for impact

Year 5

Students use writing at an age appropriate level to communicate a message as they:
• Use a process to plan, draft, revise, edit and publish a range of texts
• Demonstrate voice in writing by experimenting with techniques and individual expression
• Write a range of text types selected according to purpose and audience
• Develop clear and focussed ideas
• Organise ideas into sustained paragraphs that have a logical flow
• Use appropriate literary devices to create tone, atmosphere and mood
• Use vocabulary drawn from a range of sources to enhance writing
• Respond to feedback and collaborate to improve the quality of writing

Students demonstrate conventions of written text as they:
• Spell words by applying knowledge of morphology, phonology, etymology and orthography
• Use spelling strategies to self-monitor and self-correct
• Demonstrate fluent, consistent and legible handwriting
• Use punctuation accurately to support meaning
• Follow grammatical rules, vary sentence length and structure for impact, rhythm and flow

Year 6

Students use writing at an age appropriate level to communicate a message as they:
• Use a process to plan, draft, revise, edit and publish a range of texts
• Demonstrate voice in writing to elicit an intended response
• Write a range of text types selected according to purpose and audience
• Fully develop ideas which are convincing and supported
• Write paragraphs with transitions that enhance meaning and develop ideas
• Use appropriate literary devices to enhance the impact on the audience
• Use vocabulary drawn from a range of sources and relevant supporting details to enhance writing
• Respond to feedback and collaborate to improve the quality of writing

Students demonstrate conventions of written text as they:
• Spell words by applying knowledge of morphology, phonology, etymology and orthography
• Use spelling strategies to self-monitor and self-correct
• Demonstrate fluent, consistent and legible handwriting
• Use punctuation accurately to support and enhance meaning
• Follow grammatical rules, vary sentence length and structure for audience and purpose

Listening and Speaking

Students use receptive and expressive language to communicate as they:
• Listen and join in with stories, songs and rhymes
• Discriminate and recreate vocal and environmental sounds
• Respond appropriately to one-step instructions
• Respond appropriately to “what” and “where” questions
• Use short phrases to express feelings, wants and needs
• Express thoughts and ideas using vocabulary in real life or imaginative play in context

Students use receptive and expressive language to communicate as they:
• Listen and show understanding through responding or retelling
• Discriminate rhyming words or alliterative phrases in familiar texts
• Orally segment words
• Use connectives to link two ideas
• Follow two-step instructions
• Understand and respond to 'who, 'what', 'where', 'why' and 'how' questions using full sentences
• Use language to describe experiences and explain thinking
• Hold a conversation with several exchanges, maintaining context in real life or imaginative play situations
• Ask 'who, 'what', 'where', 'why' and 'how' questions

Year 1

Students use receptive and expressive language to communicate as they:
• Contribute to discussions by asking questions and offering suggestions
• Predict phonemic patterns in poems, songs, rhymes and repeated phrases
• Enunciate beginning, middle and end sounds of words with increasing accuracy
• Give a range of details when describing personal experiences
• Use a range of high frequency, topic-specific and personal content vocabulary
• Talk about their writing, pictures and models
• Follow the meaning of others’ conversations

Year 2

Students use receptive and expressive language to communicate as they:
• Listen and respond in discussions
• Use sequential language including simple connectives to retell events or stories
• Structure simple oral text accurately
• Accurately predict phonemic patterns in poems, songs, rhymes and repeated phrases
• Talk about thinking with others
• Accurately use a bank of high frequency, topic-specific and personal content words

Year 3

Students use receptive and expressive language to communicate as they:
• Express thoughts, ideas and opinions clearly
• Uses a range of appropriate strategies when speaking to engage an audience
• Actively listen to the contributions of others
• Use specific vocabulary to explain, inquire and compare
• Adjust speech by using specific vocabulary to suit the purpose and audience

Year 4

Students use age appropriate receptive and expressive language to communicate as they:
• Determine important information in an oral text
• Organise thoughts and feelings before speaking
• Listen and respond in context during small and large group interactions
• Use correct grammatical structure and organisation in spoken language
• Adapt language to suit audience and purpose
• Use specific vocabulary to explain, inquire, compare and synthesise ideas
• Use tone, volume and intonation to enhance meaning

Year 5

Students use age appropriate receptive and expressive language to communicate as they:
• Determine important information in an oral text
• Select listening behaviours and appropriate responses to suit purpose and audience
• Verbalize thinking and explain reasoning
• Generate and modify ideas and opinions through discussions
• Use correct grammatical structure and organisation in spoken language
• Paraphrase and summarise when communicating orally
• Justify a point of view
• Adapt language to suit audience and purpose
• Use specific vocabulary to explain, inquire, compare and synthesise ideas
• Select words and literary devices to enhance impact of oral texts
• Use tone, volume and intonation to enhance meaning

Year 6

Students use age appropriate receptive and expressive language to communicate as they:
• Determine important information in an oral text
• Select listening behaviours and appropriate responses to suit purpose and audience
• Develop, modify and present ideas, opinions and information through discussion
• Use correct grammatical structure and organisation in spoken language
• Paraphrase and summarise when communicating orally
• Debate and justify a point of view
• Infer meanings, draw conclusions and make judgments about oral presentations
• Use specific vocabulary to explain, inquire, compare and synthesise ideas
• Select words and literary devices to enhance impact of oral texts
• Use tone, volume and intonation to enhance meaning

Viewing and Presenting

Students show an understanding of semiotic systems and codes when viewing as they:
• Recognise common signs and symbols used in the environment
• Make connections to different media

Students show an understanding of semiotic systems and codes when presenting as they:
• Use media, colours, shapes and symbols to present ideas

Students show an understanding of semiotic systems and codes when viewing as they:
• Recognise and make observations about common signs and symbols used in the environment
• Interpret and respond to different media

Students show an understanding of semiotic systems and codes when presenting as they:
• Select and use media, colours, shapes and symbols to convey meaning

Year 1

Students show an understanding of semiotic systems and codes when viewing as they:
• Recognise familiar signs and logos in the environment
• Identify the elements in a multimodal text
• Explain their response to visual images or multimodal texts

Students show an understanding of semiotic systems and codes when presenting as they:
• Create a simple multimodal text
• Experiment with visual, spatial, gestural and language systems to convey emotions and meaning

Year 2

Students show an understanding of semiotic systems and codes when viewing as they:
• Make meaning from visual images or multimodal texts
• Discuss the creator's purpose when observing visual images or multimodal texts
• Make comparisons between visual images or multimodal texts

Students show an understanding of semiotic systems and codes when presenting as they:
• Create multimodal texts to convey a message
• Create multimodal texts that include gestural, visual, auditory, spatial and language systems

Year 3

Students show an understanding of semiotic systems and codes when viewing as they:
• Discuss different interpretations of the same visual image or multimodal texts
• Make suggestions about the purpose and audience of visual images or multimodal texts
• Identify different elements that have been selected and arranged to achieve an impact
• Use technical language to discuss visual images or multimodal texts

Students show an understanding of semiotic systems and codes when presenting as they:
• Create multimodal texts that include visual, auditory, spatial, gestural and language systems
• Explain how the elements of their own multimodal texts work together

Year 4

Students show an understanding of semiotic systems and codes when viewing as they:
• Discuss and justify interpretations of visual images or multimodal texts
• Explain how different elements have been constructed to produce meaning for a specific purpose
• Explain how the elements of a multimodal text have been selected to produce meaning for a specific audience and purpose
• Use technical language to discuss visual images and multimodal texts
• Make connections between personal experiences and multimodal texts

Students show an understanding of semiotic systems and codes when presenting as they:
• Select and use an appropriate layout for an intended audience and purpose
• Create multimodal texts using a range of tools combining different elements and techniques for a particular purpose
• Use visual, auditory, spatial, gestural and language systems to reinforce oral presentations

Year 5

Students show an understanding of semiotic systems and codes when viewing as they:
• Recognise that audiences make their own interpretation of texts dependent on personal experience
• Explain how the elements of a multimodal text have been selected to produce meaning for a specific purpose and audience
• Analyse structure, elements and techniques that make multimodal texts effective using appropriate terminology
• Synthesise meaning from a range of multimodal texts

Students show an understanding of semiotic systems and codes when presenting as they:
• Create multimodal texts and explain how the elements work together for a particular purpose
• Use visual, auditory, spatial, gestural and language systems to reinforce oral presentations
• Apply and justify different techniques used to influence the audience

Year 6

Students show an understanding of semiotic systems and codes when viewing as they:
• Critically analyse a range of visual texts, communicating understanding through oral, written and visual media
• Identify how the information presented may reflect one view and that other interpretations are possible
• Compare and contrast how elements and techniques are used in different text types
• Identify overt, subliminal and cultural messages
• Compare how an issue is presented through different media

Students show an understanding of semiotic systems and codes when presenting as they:
• Create multimodal texts with the intention of influencing the audience
• Use a range of multimedia to prepare visual presentations
• Use visual, auditory, spatial, gestural and language systems to enhance oral presentations and influence the audience