An analysis of the Board of Studies English syllabus for the Australian Curriculum, the DEC Literacy Continuum K-6 and Early Action for Success (EAfS) benchmarking aspects of literacy underpinned the development of Markers that can be utilized to inform teaching and learning practices. The following pages include a suggested scope and sequence as well as 5 weekly cycle Benchmarks. It should however be noted that each school should use the Markers to develop their own Scope and Sequence and finally use this information to establish school context specific Benchmarks.

Acknowledgement

The content of PLAT has been the result of the contribution from many outstanding, dedicated professionals and a full list is included in the PLAT handbook. The strength of the PLAT initiative is in the willingness of staff to share experiences and expertise and these resources must continue to be refined throughout the initiative.

Whilst the high quality support materials from EAfS have been used in the development of the Benchmarks and associated Markers PLAT is not an EAfS initiative.

Kindergarten Aspect: Grammar, Punctuation and Vocabulary

Metric: Continuum Markers and Syllabus Content

Term 1

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Term 2

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Term 3

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Term 4

Week 5 / Week 10 / Week 5 / Week 10 / Week 5 / Week 10 / Week 5 / Week 10
Zone of High Performance / 5+
markers / 10+
markers / 14+
markers / 19+
markers / 23+
markers / 27+
markers / 31+
markers / 32+
markers
Zone of Expected Achievement / 3 - 4 markers / 6 - 9 markers / 10 - 13 markers / 15 – 18
markers / 19 – 22
markers / 23 -26
markers / 27 – 30
markers / 29 – 32
markers
Educationally at Risk
Tier 1 Intervention / 1-2
markers / 3 - 5 markers / 6-9
markers / 11 - 14 markers / 15 - 18 markers / 19 - 22 markers / 23 - 26
markers / 25 – 28
markers
Tier 2 Intervention / 0 markers / 0-2 markers / 0- 5
markers / 6-10
markers / 8-14
markers / 10-18
markers / 12-22
markers / 14-24
markers
Tier 3 Intervention / 0-5
markers / 0- 7 markers / 0-9
markers / 0-11 markers / 0-13
markers
Kindergarten Markers- Grammar, Punctuation and Vocabulary / Term 1 / Term 2 / Term 3 / Term 4
W5 / W10 / W5 / W10 / W5 / W10 / W5 / W10
1 / Uses capital letter to write own name (1)
2 / Identifies a word [Best Start] (2)
3 / Knows and uses a range of everyday words eg colours, familiar objects (1)
4 / Begins to build personal vocabulary.
5 / Identifies one or more capital letters when prompted. [Best Start] (2)
6 / Names a full stop. [Best Start] (2)
7 / Names a full stop and knows its purpose. [Best Start] (3)
8 / Recognise that texts are made up of words and groups of words.
9 / Identifies a capital letter (3)
10 / Uses a full stop.
11 / Demonstrates an awareness of nouns.
12 / Asks questions to find out the meanings of unfamiliar words (2)
13 / Identifies a number of capital letters. [Best Start] (4)
14 / Uses capital letters for names. (4)
15 / Identifies a sentence. (4) Recognise that sentences are key units for expressing ideas, start with a capital letter and end with a full stop (simple sentence).
16 / Identifies quotation marks and knows their purpose.
17 / Demonstrates an awareness of verbs.
18 / Begins to expand the vocabulary used to describe everyday events and experiences (3).
19 / Identifies question marks and their functions in texts.
20 / Identifies exclamation marks and their functions in texts. (for emphasis)
21 / Demonstrates an awareness of pronouns.
22 / Recognise simple pronoun referencing. (connecting the original noun to the pronoun)
23 / Identifies a contraction and knows its purpose.
24 / Identifies commands and their functions in texts. (tells us to do something)
25 / Identifies statements and their functions in texts. (provides information)


26 / Demonstrates an awareness of adjectives.
27 / Knows that some words have multiple meanings.
28 / Demonstrates an awareness of adverbs.
29 / Experiments with adverbial phrases in structured and guided activities.
(where, when, how)
30 / Demonstrates an awareness of conjunctions and compound sentences.
31 / Use a range of basic computer and internet terminology eg keyboard, mouse, icon.
32 / Identify an apostrophe that indicates missing letters (eg can’t, I’m).
26 / Demonstrates an awareness of adjectives.
27 / Knows that some words have multiple meanings.
28 / Demonstrates an awareness of adverbs.
29 / Experiments with adverbial phrases in structured and guided activities.
(where, when, how)
30 / Demonstrates an awareness of conjunctions and compound sentences.
31 / Use a range of basic computer and internet terminology eg keyboard, mouse, icon.
32 / Identify an apostrophe that indicates missing letters (eg can’t, I’m).