We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
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We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
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We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
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We are learning to create texts that explore students’ own experiences and imagining.
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We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
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We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
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We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships, e.g. comparing fables from different cultures.
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We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
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We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
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We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
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We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
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We are learning to recognise the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.
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We are learning to understand the days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day and National Sorry Day) and the importance of symbols and emblems, e.g. flags.
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We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
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We are learning to describe how respect, empathy and valuing diversity can positively influence relationships.
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We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
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We are learning to identify the point of view in a text and suggest alternative points of view.
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We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
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