Year 5 Monitoring Map: Literacy

Year 5 Monitoring map — Literacy

Year 7 Monitoring map — Numeracy Queensland Studies AuthorityJune 2014 | 1

In Year 5, students: /
Listening and Speaking (LS 5) / T1 / T2 / T3 / T4 /
Text knowledge / i. / Identify purposes for listening and speaking, select and modify text structures and language features appropriate for the content and context
ii. / Plan, research, rehearse and deliver spoken presentations specific to learning areas by:
· taking notes, identifying key ideas and information
· applying the stages and characteristics of spoken text structures
· selecting multimodal resources to influence audience reaction
Comprehension / iii. / Communicate to:
· summarise and analyse information relevant to key ideas or concepts
· refine ideas and information
· identify evaluative language (positive or negative language that judges the worth of something) and bias (prejudice in favour of or against)
iv. / Compose, contribute and respond in different settings by considering how spoken language features and non-verbal cues affect meaning
v. / Use interaction and communication skills to contribute to and extend discussions by:
· clarifying ideas
· offering explanations for a point of view
· introducing topics using agreed protocols
Grammar knowledge / vi. / Use words and word groups in increasingly complex sentences, including correct verb tense
Word knowledge / vii. / Use new learning area vocabulary to provide specific meaning
In Year 5, students: /
Viewing and Reading (VR 5) / T1 / T2 / T3 / T4 /
Text knowledge / i. / View, read, navigate and select texts for specific personal, social and learning purposes
ii. / View and read written, visual and multimodal learning area texts that:
· use chapters, text boxes, home pages and subpages, topic sentences and paragraphs organised according to chronology to assist navigation and enhance readability
· connect relationships between ideas and concepts within and between texts
Comprehension / iii. / Use text-processing strategies when viewing and reading, including:
· skimming and scanning texts
· comparing content from sources
· analysing similarities and differences
iv. / Independently view and read and demonstrate understanding of learning area texts by:
· synthesising information to link ideas across texts
· interpreting, analysing and justifying ideas from literal and inferred ideas and information
Grammar knowledge / v. / Identify and describe words and word groups that represent ideas and relationships, including main and subordinate clauses within sentences
Word knowledge / vi. / Independently read with fluency words of significance, specialised learning area vocabulary and terminology
vii. / Predict and confirm the meaning of unfamiliar words and decode them using and combining cues within different texts containing new language features, content and ideas and complex sentences, vocabulary and visual features
Visual knowledge / viii. / Compare and analyse how visual features:
· enhance and clarify meaning, including sequences of images in print texts
· are organised in hyperlinked digital texts, explaining the effect on viewers’ interpretations
In Year 5, students: /
Writing and Creating (WC 5) / T1 / T2 / T3 / T4 /
Text knowledge / i. / Identify the purpose, content, context, text structure and writer–reader relationships when writing and creating learning area texts
ii. / Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information
iii. / Plan, draft and publish texts using strategies including:
· understanding how writers innovate on text structures
· organising main ideas and supporting details using key questions or graphic organisers
· using features such as text boxes, topic sentences, home pages and subpages to aid navigation and usability
· editing for meaning and structure using agreed criteria
Grammar knowledge / iv. / Write paragraphs that maintain the pace or sense of texts, and organise texts using structures including:
· problem and solution
· cause and effect
· compare and contrast
v. / Build meaning within paragraphs by using:
· sentences to sequence information and join main ideas and supporting details
· pronouns to maintain cohesion within sentences and paragraphs
vi. / Use words and word groups including:
· extended noun groups, phrases and adjectives to extend ideas and information
· adverbs or phrases to add detail to actions and thoughts
· verbs to show certainty, probability or obligation
vii. / Write using sentence structures that include:
· main and subordinate clauses (a group of words that cannot stand alone in a sentence)
· conjunctions to link clauses
viii. / Communicate intended meaning using punctuation, including:
· commas to join clauses
· accurate use of commas, question marks, capitalisation and exclamation marks within quotation marks
ix. / Proofread and edit writing, using knowledge of editing techniques
Word knowledge / x. / Select learning area vocabulary that:
· clarifies meaning
· has different meanings in different contexts
xi. / Confirm spellings, word meanings or word choice using knowledge about:
· spelling patterns and the spelling system
· etymology (knowledge of word histories and origins)
· technical words, including nominalisations, developed from prior learning, reading or research about the content
· digital and print thesauruses
Visual knowledge / xii. / Use visual features to enhance and clarify meaning and express and extend ideas and information, e.g. flow charts, cross-sections

Year 7 Monitoring map — Numeracy Queensland Studies AuthorityJune 2014 | 1