In Year 4, students:
In Year 5, students:
In Year 6, students:
Listening and Speaking, Year 3: LS 3
LS 4
LS 5
LS 6
i.
i.
i.
i.
Identify the purpose, content and context for listening and
speaking in familiar and unfamiliar situations and discuss
language choices
Identify purposes for listening and speaking, select text
structures and language features appropriate for the content
and context
Identify purposes for listening and speaking, select and modify
text structures and language features appropriate for the content
and context
Identify different purposes for listening and speaking, select and
modify text structures and language features for the chosen
content and context
ii. Plan, rehearse and deliver spoken presentations specific to
ii. Plan, research, rehearse and deliver spoken presentations
learning areas by:
specific to learning areas by:
• selecting and sequencing events, key information and
• taking notes, identifying key ideas and information
supporting details
• applying the stages and characteristics of spoken text
• using cause and effect or compare and contrast
structures
• using multimodal resources to enhance meaning and engage
• selecting multimodal resources to influence audience reaction
audiences
ii. Plan, research, rehearse and deliver spoken presentations
specific to learning areas by:
• selecting and sequencing researched content
• refining ideas and language choices
• selecting multimodal resources to influence audiences to
accept a point of view
iii. Communicate to:
• identify a viewpoint or main idea, supporting details and
express a personal point of view
• clarify meaning by asking questions
• make inferences from literal information and the formality of
words selected
• connect to prior experiences and knowledge
• identify and interpret language
• paraphrase and summarise information
• retrieve literal information
iii. Communicate to:
• acknowledge the viewpoints of others and suggest
alternatives
• understand more detailed instructions during learning tasks
• make inferences when expanding and linking ideas across
texts
• distinguish between the language of opinion and the
language of factual reporting
• paraphrase and summarise information
• identify key information and select appropriate responses
• identify relationships and test possibilities
• report, share and extend ideas
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)
iii. Communicate to:
• interpret and evaluate information relevant to opinions
• clarify, question and extend ideas
• develop arguments, interrogate ideas and information
• interpret and analyse learning area language
• identify subjective (exemplifying speakers’ thinking),
objective (information and ideas based on fact), evaluative
language and bias
iv. Contribute and respond to spoken texts, considering how
spoken language features and non-verbal cues affect the
meaning of words
iv.
iv. Compose, contribute and respond in different settings by
considering how spoken language features and non-verbal cues
affect meaning
iv. Compose and contribute in different groups and settings by
choosing and responding to spoken language features and nonverbal cues, including selecting vocabulary to create detailed
and accurate descriptions
v. Use interaction and communication skills to contribute to group
and class discussions by:
• using appropriate forms of address
• using the appropriate degree of formality in responses
• following agreed protocols
v. Use interaction and communication skills to contribute to group
and class conversations and discussions by:
• taking on the role of leader to guide discussions
• acknowledging another’s point of view
• summarising and linking a response to the topic
• using agreed protocols
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
v. Use interaction and communication skills to contribute to
informal debates and discussions by:
• interrogating and analysing ideas
• evaluating information and comparing solutions
• repairing breakdowns in discussion
• offering explanations and describing processes
vi. Use words and word groups in sentences, including:
• consistent subject–verb agreement
• common, proper and abstract nouns that suggest
probability
vi. Use words and word groups in sentences, including:
• personal and possessive pronouns
• descriptive clauses
vi. Use words and word groups in increasingly complex sentences,
including correct verb tense
vi. Use words and word groups in complex sentences, including
nominalisations (a process for forming nouns from verbs or
adjectives) to identify or refer to ideas, concepts, people, places
and objects and use verb tenses that locate events in time
vii. Use familiar learning area vocabulary to:
• add detail
• build a relationship with the listener
• express opinions
vii. Use familiar and new learning area vocabulary to:
• describe significant features
• replace commonly used words with more specialised words
to enhance meaning
vii. Use new learning area vocabulary to provide specific meaning
vii. Use learning area vocabulary to specify content and present
opinions
Comprehension
ii. Plan, rehearse and deliver spoken presentations specific to
learning areas by:
• gathering notes using modelled structures and following a
logical sequence
• trialling resources and changing ideas, information and
language choices
• incorporating visual features
Grammar
knowledge
Text knowledge
In Year 3, students:
Word
knowledge
Comprehending texts through listening; Composing texts through speaking
Years 3–6 Literacy Indicators
Compose, contribute and respond in different settings by
considering how spoken language features, including
vocabulary selection and non-verbal cues, affect meaning
February 2012 Page 1 of 3
Text knowledge
Comprehension
Grammar
knowledge
Visual
knowledge
Word knowledge
Comprehending texts through viewing and reading
In Year 3, students:
In Year 4, students:
In Year 5, students:
In Year 6, students:
Viewing and Reading Year 3: VR 3
VR 4
VR 5
VR 6
i.
i.
i.
i.
View and read for personal and learning purposes. Develop
and explain criteria for personal selection
View, read, navigate and select texts for personal and learning
purposes
View, read, navigate and select texts for specific personal, social
and learning purposes
View, read, navigate and adjust selection of texts for multiple
purposes
ii. View and read written, visual and multimodal learning area
texts that:
• use page and screen layout, diagrams, alphabetical order
and menu bars to aid text navigation
• contain shared or familiar content
• contain characteristic features
ii. View and read written, visual and multimodal learning area texts ii. View and read written, visual and multimodal learning area texts
that:
that:
• use navigation links, graphics and layout, page and screen
• use chapters, text boxes, home pages and subpages, topic
layout, simple indexes, tables of contents, different types of
sentences and paragraphs organised according to chronology
diagrams, icons and buttons to aid navigation
to assist navigation and enhance readability
• require knowledge of text structure, including headings,
• connect relationships between ideas and concepts within and
subheadings and paragraphs
between texts
• contain new information
• expand personal and social contexts
ii. View and read written, visual and multimodal learning area texts
that:
• use contents, home pages and subpages, glossaries, full
indexes, and supporting details to enhance readability
• contain new information that requires reading and research
to build background knowledge
• connect relationships between ideas and concepts
iii. Use text-processing strategies when viewing and reading,
including:
• predicting and confirming to monitor meaning
• using knowledge of word order in compound and complex
sentences
• questioning and crosschecking the text for meaning
• describing visualisation of key information and concepts to
enhance understanding
• drawing conclusions using literal and inferred information
• making connections between language and visual features
iii. Use text-processing strategies when viewing and reading,
including:
• self-correcting to repair comprehension breakdowns
• reviewing patterns that organise ideas, including compare
and contrast
iii. Use text-processing strategies when viewing and reading,
including:
• connecting to prior knowledge about the author and specific
learning area content
• questioning, crosschecking and reviewing texts to identify
point of view
• using literal and inferred information to draw conclusions
about significant concepts, arguments or descriptions
iv. Independently view and read and demonstrate understanding
of learning area texts by:
• using prior knowledge to interpret and draw conclusions
• identifying and summarising main ideas, information and
supporting details at a literal level
• making connections between literal and inferred information
• evaluating and discussing language features
iv. Independently view and read and demonstrate understanding of iv. Independently view and read and demonstrate understanding of
learning area texts by:
learning area texts by:
• summarising the main ideas and supporting details
• synthesising information to link ideas across texts
• locating and synthesising information
• interpreting, analysing and justifying ideas from literal and
inferred ideas and information
• inferring meaning to expand and link ideas and information
across the text
• analysing and justifying a point of view using information
from the text
iv. Independently view and read and demonstrate understanding of
learning area texts by:
• synthesising and comparing information and ideas within and
between texts
• comparing texts that represent ideas and events in different
ways to determine similarities and differences
• analysing information and supplying evidence from interrelated
parts of texts
• evaluating and summarising point of view
v. Identify and describe words and word groups that:
• represent different processes, including understanding that
verbs are anchored in time through tense
• represent ideas and relationships, including pronouns and
the nouns they refer to, adjectives and adverbs that
intensify meaning
• link ideas in sentences, including connectives and
conjunctions that add information or compare two ideas
v. Identify and describe words and word groups that:
• represent ideas and relationships and intensify meaning
• signal relationships between ideas in sentences, including
connectives and conjunctions that compare, cluster ideas
and list sequence, time or order
v. Identify and describe words and word groups that represent ideas
and relationships, including main and subordinate clauses within
sentences
v. Identify and describe words and word groups that:
• represent ideas and relationships in sentences, including
extended noun groups and phrases.
• extend ideas and show relationships
vi. Independently read with fluency:
• an increasing range of high-frequency sight words with
automaticity
• familiar learning area vocabulary
vi. Independently read with fluency:
• words of significance, specialised learning area vocabulary
• irregular words
vi. Independently read with fluency words of significance, specialised vi. Independently read with fluency:
learning area vocabulary and terminology
• learning area specific vocabulary
• words of significance used to define concepts or ideas
vii. Predict and confirm the meaning of unfamiliar words and
decode them using and combining:
• semantic cues, including morphemes (units of meaning),
prefixes, suffixes, base words and phrases
• grammatical cues, including word order, language patterns
and punctuation
• phonic cues, including long vowels, syllables, words within
words, and chunks of sound
vii. Predict and confirm the meaning of unfamiliar words and
decode them using and combining:
• semantic cues, including meaning of words in the context of
the sentence
• grammatical cues, including repetitive clause structures
• phonic cues, including syllables, affixes (prefixes and
suffixes), familiar words within larger words, and
recognisable sequences of letters within longer words
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
vii. Predict and confirm the meaning of unfamiliar words and
decode them using and combining cues including knowledge
about word origins, base words, prefixes and suffixes
viii. Explain how visual features represent people, characters,
places, events, issues and ideas in similar and different ways,
e.g. shot size, vertical camera angle
viii. Interpret and compare how visual features:
• create effects through the framing and placement of
elements
• construct and extract meaning and represent ideas, e.g.
maps, graphs, photographs, timelines and illustrations
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
viii. Analyse how analytical images e.g. symbols, tables, flowcharts,
contribute to understanding and interpretation of texts
Years 3–6 Literacy Indicators Australian Curriculum v.3
iii. Use text-processing strategies when viewing and reading,
including:
• skimming and scanning texts
• comparing content from sources
• analysing similarities and differences
Queensland Studies Authority August 2012 Page 2 of 3
Text knowledge
Grammar knowledge
Visual
knowledge
Word knowledge
Composing texts through writing and creating
In Year 3, students:
In Year 4, students:
In Year 5, students:
In Year 6, students:
Writing and Creating: Year 3: WC 3
WC 4
WC 5
WC 6
i.
i.
i.
i.
Identify the purpose, content, context and text structure when
writing and creating learning area texts
Identify the purpose, content, context and text structure when
writing and creating learning area texts
ii. Write and create to describe, recount, instruct, respond, reflect,
ii. Write and create learning area texts, demonstrating increasing
plan, report, narrate, explain, pose questions and draw conclusions
control and knowledge of structures
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
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, choosing strategies to
organise content and information
iii. Plan, draft and publish texts using strategies including:
• posing questions, gathering information, brainstorming,
testing possibilities and recording ideas
• using prior knowledge, learning experiences and
researched information
• organising key information and supporting details using
storyboards and sequence charts
• determining relevance of information
• editing texts for meaning, language and visual choices
iii. Plan, draft and publish texts using strategies including:
iii. Plan, draft and publish texts using strategies including:
• organising key information and supporting details using
• understanding how writers innovate on text structures
tables
• organising main ideas and supporting details using key
• organising to accommodate timeframes
questions or graphic organisers
• editing and amending structure by adding, moving or deleting
• using features such as text boxes, topic sentences, home
word groups/phrases
pages and subpages to aid navigation and usability
• editing for meaning and structure using agreed criteria
iii.
iv. Write paragraphs using modelled structures that sequence
main ideas, events and supporting details
iv. Write paragraphs to introduce ideas, highlight aspects of the
content and organise texts
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
iv. Write paragraphs that maintain the pace or sense of texts,
including using headings, subheadings and logical structures
that support the purpose
v. Build meaning within paragraphs by using conjunctions,
repeated words, connectives and descriptive language to signify
relationships between ideas across the text
v. Build meaning within paragraphs by using:
• sentences to describe relationships in the content including
problem and solution
• repeated and related words to refer to the content
• pronouns that refer forward or back to the noun
• consistent tense
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
v. Maintain meaning across paragraphs and short texts by:
• selecting sentence structures to link relationships within and
between paragraphs
• using word groups and phrases
• omitting and replacing words
• using subjective, objective or evaluative language
• selecting connectives to link forward or back to ideas in the text
vi. Use words and word groups including descriptive and
evaluative language, extended noun and verb groups and
phrases
vi. Use words and word groups including:
• adverbs or phrases to provide circumstantial details
• noun groups and phrases to provide detailed descriptions
• verb groups and phrases to show certainty and probability
• adverbs and adjectives to intensify meanings
vi. Use words and word groups including:
vi. Use words and word groups including:
• extended noun groups, phrases and adjectives to extend ideas
• noun groups, phrases and adjectives to create effective,
and information
detailed and accurate descriptions
• adverbs or phrases to add detail to actions and thoughts
• adverbs and phrases to show time, place and cause
• verbs to show certainty, probability or obligation
• verbs and adverbs to intensify meanings, expand and
sharpen ideas
vii. Write simple and compound sentences. Begin to use complex
sentences with correct structure and subject agreement
vii. Write using sentence structures that include:
• conjunctions
• quoted and reported speech
• language to show cause and effect
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
vii. Write using sentence structures, that include sentence
fragments and single words, to emphasise , extend and explain
ideas and information
viii. Communicate intended meaning using punctuation, including:
• experimenting with quoted (direct) and reported (indirect)
speech
• commas in lists
• apostrophes of contraction to signal missing letters
viii. Communicate intended meaning using punctuation, including:
• correct sentence boundaries
• the possessive apostrophe for common and proper nouns
• quotation marks to signal dialogue, titles and quoted speech
viii. Communicate intended meaning using punctuation, including:
• commas to join clauses
• accurate use of commas, question marks, capitalisation and
exclamation marks within quotation marks
viii. Communicate intended meaning in complex sentences using
punctuation conventions, including:
• commas after an introductory word or phrase and to separate
clauses
• brackets [ ] and parentheses ( )
• colons and bullets in a list
ix. Proofread and edit writing for spelling and punctuation, using
guidelines developed by teacher and peers
ix. Proofread and edit writing for grammatical choices, spelling and
punctuation, using guidelines
ix. Proofread and edit writing, using knowledge of editing techniques
ix. Review and edit own and others’ writing, using knowledge of
editing techniques
x. Select learning area vocabulary to elaborate and extend ideas
and express opinions
x. Select learning area vocabulary that:
• defines and describes
• adds detail
x. Select learning area vocabulary that:
• clarifies meaning
• has different meanings in different contexts
x. Select learning area vocabulary that:
• adds precision
• enhances meaning
xi. Confirm spellings, word meanings or word choice using
knowledge about:
• high-frequency sight words, familiar words and topic vocabulary
• word structures including compound words
• word meanings including prefixes and suffixes
• spelling generalisations and rules
• authoritative print sources, e.g. dictionaries
xi. Confirm spellings, word meanings or word choice using
knowledge about:
• word families
• irregular words
• content gained from personal or shared reading
• authoritative digital dictionaries
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
xi. Confirm spellings, word meanings or word choice, including
using knowledge gained from technical texts, e.g. scientific
reports
xii. Use visual features, including illustrations, labelled drawings,
familiar symbols and emblems
xii. Use visual features to enhance and clarify meaning, including
xii. Use visual features to enhance and clarify meaning and express
xii. Use visual features for impact, including using placement on the
framing and placement of elements for effect, e.g. data displays,
and extend ideas and information, e.g. flow charts, cross-sections
page, choice of colours and analytical images, e.g. figures,
keys, labels and diagrams
tables, diagrams, maps and graphs
Years 3–6 Literacy Indicators Australian Curriculum v.3
Plan, draft and publish texts using strategies including:
• sourcing reliable information and recording detailed notes
• using features such as full indexes and paragraphs that aid
navigation
• editing for content, language, visual choices and to enhance
meaning
Queensland Studies Authority August 2012 Page 3 of 3