Year 6 Monitoring map — Literacy
v.
Grammar knowledge
vi.
Word knowledge
vii.
Compose and contribute in different groups and
settings by choosing and responding to spoken
language features and non-verbal cues, including
selecting vocabulary to create detailed and accurate
descriptions
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
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
Use learning area vocabulary to specify content and
present opinions
In Year 6, students:
Writing and Creating (WC 6)
View, read, navigate and adjust selection of texts for
multiple purposes
i.
Identify the purpose, content, context, text structure
and writer–reader relationships when writing and
creating learning area texts
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
ii.
Write and create learning area texts, choosing
strategies to organise content and information
iii.
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
iv.
Write paragraphs that maintain the pace or sense of
texts, including using headings, subheadings and
logical structures that support the purpose
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:
 noun groups, phrases and adjectives to create
effective, detailed and accurate descriptions
 adverbs and phrases to show time, place and
cause
 verbs and adverbs to intensify meanings, expand
and sharpen ideas
vii.
Write using sentence structures that include
sentence fragments and single words to emphasise,
extend and explain ideas and information
iii.
iv.
v.
vi.
vii.
Text knowledge
i.
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
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
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
Grammar knowledge
iv.
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
T1 T2 T3 T4
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
Independently read with fluency:
 learning area specific vocabulary
 words of significance used to define concepts or
ideas
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. Analyse how analytical images, e.g. symbols, tables,
flowcharts, contribute to understanding and
interpretation of texts
Visual
Word knowledge
knowledge
Comprehension
iii.
Text knowledge
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
Comprehension
ii.
Grammar knowledge
Identify different purposes for listening and speaking,
select and modify text structures and language
features for the chosen content and context
In Year 6, students:
Viewing and Reading (VR 6)
Word knowledge
i.
T1 T2 T3 T4
Visual knowledge
Text knowledge
In Year 6, students:
Listening and Speaking (LS 6)
ix.
Review and edit own and others’ writing, using
knowledge of editing techniques
x.
Select learning area vocabulary that:
 adds precision
 enhances meaning
xi.
Confirm spellings, word meanings or word choice,
including using knowledge gained from technical
texts, e.g. scientific reports
xii.
Use visual features for impact, including using
placement on the page, choice of colours and
analytical images, e.g. figures, tables, diagrams,
maps and graphs
T1 T2 T3 T4