Sackville Street Public
Kindergarten Scope and
School Sequence Connected
Outcomes
Group
(COGs)
• Kindergarten
are able to select their units and do not require an
odd and even overview.
Guided Reading Focus Strategies – Early
B - Me
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Spelling
Stage 1
COGs
descri
ption
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
B - Me
C – Changes
D - Healthy Choices
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choice
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
C – Changes
Morphemic
Connection focus: observing the way we and other
Knowledge
living things can change in different ways over time.
Etymological
Texts that sequence and explain events.
Knowledge
Talking and listening: explain using when, how,
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
How words and letter combinations sound. For example, the names of letters, the sounds the
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appear
commonly used.
The meaning of words and the way words take different spellings when they chan
D - Healthy Choices
E – Our Needs
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g.
Connection focus: making informed and positive
Connection focus: understanding how and why,
it health
can sound
like
a j, e.g.about
germ,
ginger, gym • When
a wordand
starts
withare
c and
is followed
by
choices
by learning
nutrition,
rules, routines
products
developed
to
preventative health strategies and how the sun’s
meet our needs.
The
derivations of words. Often, particular clusters
of letters that appear in words not only look t
energy can affect us.
aquarium.
Texts that instruct, inform and persuade. •
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
1 towill
1–
matching
finger toidentifying
word
why, what
happen
next Reading:
focusing on colour, text and images • responds to
sequence
using
words
visuals
Writing:
uses
cover
of and
book
to predict
the story questions during discussion and solving problems in pairs
recording changes observed over time
and records information throughout an experiment.
uses the pictures for clues to predict text• observes
content
Texts that entertain, retell, inform and
describe. identifies a problem and the solution and
1.
jointly sequences events in a narrative
10. text • uses
jointly medial a
constructs a matrix to record information • matches words
makes accept
2.
11.
to pictures in a class chart • uses
focus questions to guide
observation and provides a model
for giving feedback
uses meaning
3.
12.
knows where
reading the
4. Time: sequence
13.in time •uses
Data: collect data about students. Create picture
• sequences everyday events
uses knowledg
eventsto
in start
time. Describe
• describes the duration of events using
graphs of physical features such as eyes and hair
everyday language to describe
position, identifies
and gives full s
everyday language • interprets data on food choices
of events
to a turns
schoolpages
day. appropriately
reads
left torelating
right and
5. sequence
14.
colour. Length: identify and describe the attribute of
and follow simple directions • recognises coins and
Time: name
days ofathe
week letter/
and seasons;
tell time
in lunch boxes.
identifies
word/
space
15. in a playbegins
notes • exchanges money for goods
situation.to cros
length. Measure body parts such as arm length, head 6. on the hour
on digital and analog clocks. Relate
circumference or height to compare lengths.
sweep
to
the
left
begins to dem
7. events toreturn
16.
time and day, ‘we go to library at ten
on Tuesday’.front/ back cover and title page
17. attempts to
8. o’clock identifies
17.
uses initial letter/ sound to work out unknown word
9.
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be groupe
Phonological
Knowledge
Visual Knowledge
C – Changes
Morphemic
Connection focus: observing the way we and other
living things can change in different ways over time.
Knowledge
Etymological
Texts that sequence and explain events.
Talking and listening: explain using when, how,
Knowledge
why, what will happen next Reading: identifying
consonants, consonant blends, word families like ound, itch, ock.
Language
Language
Functions
Text
Level
Senten
The way words and letter
combinations
look. For(Direct
example,Links
to recall Text
and compare
the appearance of words,
particularly
those which they
have seen
Types
Focus
Area to ESL Framework)
commonly
used.
(cohesion)
Level
(s
DThe- Healthy
E –take
Our
Needs
F - Moving
meaning of Choices
words and the way words
different
spellings when they change
form, spelling generalisations/rules.
• For
sentence)
Connection focus: learning to coordinate and
Connection focus: making informed and positive
Connection focus: understanding how and why,
the beginning of words, use a k if the vowelrules,
following
is either e or i, otherwise use c, e.g.
catch, kept, kit, cot, cup • When a word starts wi
control movement. Movement can produce an
health choices by learning about nutrition,
routines and products are developed to
it can sound
likestrategies
a j, e.g.and
germ,
• When
a word starts with c and is followedeffect
by -e,
-i or
-y, itEnergy
is pronounced
as s e.g. central, cir
on our
bodies.
is used to move
preventative
health
how ginger,
the sun’sgymmeet
our needs.
energy can affect us.
objects. Sensory responses can lead to creative
The derivations of words. Often, particular clusters of letters that appear in words not only look
the same but also are related in meaning, often because o
action.
aquarium.
Texts
that instruct, inform and persuade. •
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
story
Texts that entertain, retell, inform and
describe. identifies a problem and the solution and
Texts that respond, describe and explain.
Talking and listening: describing how their
jointly sequences events in a narrative text • jointly
bodies move in response to stimulus
constructs a matrix to record information
words
uses
medialReading:
and final
sounds
torhyme,
predict
words
texts
that use
rhythm
and
10. • matches
to pictures in a class chart • uses focus questions to guide
repetitionsubstitutions
Writing: using movement vocabulary
makes acceptable
observation and provides a model for
11.
giving feedback
sequence 1
using
to 1words
– matching
and visuals
finger
Writing:
to word
1.
recording changes
observed
time
uses cover
ofover
book
to predict the
2.
in writing
uses the
pictures
clues the
to predict text
content
uses meaning
to assist
reading
3.
Data: collect data about students. Create picture
Patterns
and algebra:
create and describe
• sequences everyday events 12.
in time • uses
Time: sequence
events
in time.for
Describe
• describes
the duration of events using
graphs of physical features such as eyes and hair
everyday language to describe position,
gives knowledge
patterns.
a pattern using
different
where
totostart
reading
ofCreate
grammatical
structure
ofbody
language to assist re
4.
13. anduses
everyday language • interprets data on food choices
sequence knows
of events
relating
a school
day.
colour. Length: identify and describe the attribute of
movements.
Three-dimensional
space: describe
and
follow
simple
directions
•
recognises
coins
and
Time: namereads
days ofleft
the to
week
andand
seasons;
tellpages
time appropriately
in lunch boxes.
right
turns
identifies
full
stops
5.
14.
notes
•
exchanges
money
for
goods
in
a
play
situation.
features
of
three-dimensional
objects
using
everyday
length. Measure body parts such as arm length, head
naming,
describing,
observing,
defining,
literary
description,
factual
on the hour on digital and analog clocks. Relate
Describin
identifies
word/
letter/atspace
begins
to cross-checks
language. Manipulate
picture
objects
and
and describe
word tousing
confirm correct word
circumference or height to compare lengths.
6.
15.
classifying, generalising, qualifying,
description,
information
events to time
and day, a
‘we
go to library
ten
everyday language such as, ‘this ball will roll because
return sweep to the left
fluent, expressive reading
7.
16.
o’clock on Tuesday’.
g
referring, comparing, contrasting
report begins to demonstrate
it is round’.
identifies front/ back cover and title page
17. attempts to self correct
8.
17.
uses
initialcombinations
letter/ sound tosound.
work out
unknown
9.
How words
and
letter
For
example,word
the names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds e.g. vowels,
Phonological
Knowledge
consonants, consonant blends, word families like ound, itch, ock.
Text Types – Kindergarten
•
•
Text Types are taught in talking and listening (spoken text types), reading and writing.
Key concepts are based on syllabus requirements and are suggestions for specific language focus areas.
Term 4, 2006
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
C – Changes
D - Healthy Choices
E – Our Needs
F - Moving
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Connection focus: understanding how and why,
rules, routines and products are developed to
meet our needs.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
describe. identifies a problem and the solution and
Connection focus: learning to coordinate and
control movement. Movement can produce an
effect on our bodies. Energy is used to move
objects. Sensory responses can lead to creative
action.
Texts that respond, describe and explain.
Talking and listening: describing how their
bodies move in response to stimulus
Reading: texts that use rhyme, rhythm and
repetition Writing: using movement vocabulary
in writing
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
Morphemic
Knowledge
Etymological
Knowledge
1.
2.
3.
4.
5.
6.
7.
8.
9.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
Patterns and algebra: create and describe
patterns. Create a pattern using different body
movements. Three-dimensional space: describe
features of three-dimensional objects using everyday
language. Manipulate objects and describe using
everyday language such as, ‘this ball will roll because
it is round’.
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before or those which are
commonly used.
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k sound followed by a vowel at
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch, kept, kit, cot, cup • When a word starts with g - and is followed by -e, -i or -y,
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i or -y, it is pronounced as s e.g. central, circuit, cylinder
The derivations of words. Often, particular clusters of letters that appear in words not only look the same but also are related in meaning, often because of their root, e.g. aquatic, aquatint,
aquarium.
Language Functions (Direct Links
to ESL Framework)
• sequences everyday events in time • uses
everyday language to describe position, and gives
and follow simple directions • recognises coins and
notes • exchanges money for goods in a play situation.
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds e.g. vowels,
1 to 1 – matching finger to word
uses cover of book to predict the story
uses the pictures for clues to predict text content
knows where to start reading
reads left to right and turns pages appropriately
identifies a word/ letter/ space
return sweep to the left
identifies front/ back cover and title page
uses initial letter/ sound to work out unknown word
Language
Focus Area
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches words
to pictures in a class chart • uses focus questions to guide
observation and provides a model for giving feedback
10.
11.
12.
13.
14.
15.
16.
17.
Text Types
Text Level
(cohesion)
uses medial and final sounds to predict words
makes acceptable substitutions
uses meaning to assist reading
uses knowledge of grammatical structure of language to assist reading
identifies full stops
begins to cross-checks picture and word to confirm correct word choice
begins to demonstrate fluent, expressive reading
17. attempts to self correct
Sentence
Level (structure of the
Key Concepts
Clause Level
(structure of the clause)
Group/Phrase
Level (Structure of the
Word Level
Adverbial phrase)
sentence)
statement/gives
information, eg I am
here question/asks for
an answer, eg Are you
busy? exclamation/for
emphasis, eg I won!
Nouns (technical)
Adjectives (size, colour,
shape) Pronouns (he,
she) Action verbs
Adverbs
Sackville Street Public
School – Year 1 (Mid Stage 1) Scope
and Sequence Connected Outcomes Group
(COGs) – Odd and Even Years
• Child
Protection and Drug Education are embedded in the
COGs units. Literacy Focus Areas are suggestions only
and may be linked with your COGs unit.
Spelling
Guided Reading Focus Strategies –Year 1
(Mid Stage 1)
B - Me
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
C – Changes
D - Healthy Choices
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
Morphemic
C – Changes
Connection focus: observing the way we and other
Knowledge
living things can change in different ways over time.
Etymological
Knowledge
Texts that sequence and explain events.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
How words and letter combinations sound. For example, the names of letters, the sounds they
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appearan
commonly used.
The meaning of words and the way words take different spellings when they change
of words,
use a k if the vowelEfollowing
either e or i, otherwise use c, e.g.
Dthe-beginning
Healthy
Choices
– OurisNeeds
F -c
it can sound
like
a j, e.g.
germ,
• When afocus:
wordunderstanding
starts with chow
andand
is why,
followedConn
by Connection
focus:
making
informed
andginger,
positive gymConnection
contro
health choices by learning about nutrition,
rules, routines and products are developed to
The derivations
of words.
Often,
particularmeet
clusters
letters that appear in words not only look
the
effect
preventative
health strategies
and how
the sun’s
our of
needs.
aquarium.
object
energy
can affect us.
action
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts
participates in rhyming activities and songs that explore
1 listening:
to 1 – matching
finger
to word
and
describe. identifies a problem and10.
the solutionuses
and medial
Talking
and
explain using
when,
how,
Talkin
1.
sound
and
word
patterns
•
identifies
foods
by
packaging
–
jointly sequences events in a narrative text • jointly
why,
will happen
Reading:
identifying
bodie
covernext
of book
to predict
the story
makes
acceptab
2. what uses
11. • matches
focusing on colour, text and images • responds to
constructs
a
matrix
to
record
information
words
sequence using words and visuals Writing:
Read
during discussion and solving problems in pairs
to pictures in a class chart • uses focus
to guide
uses the
pictures
for clues to predict questions
text content
meaning
to
3.
12.questionsuses
recording
changes
observed
over time
repeti
• observes and records information throughout an experiment.
observation and provides a model for giving feedback
knows where to start reading
uses knowledge
4.
13.
in writ
Patter
• sequences everyday events 14.
in time • uses
Time:
time.and
Describe
• describes the duration of events using
readsevents
left toinright
turnsthe
pages appropriately
identifies full
sto
5. sequence
everyday language to describe position, and gives
pattern
everyday language • interprets data on food choices
sequence of events relating to a school day.
word/
begins
6.
15. coins
movem
and follow simple directions • recognises
and to crossTime: nameidentifies
days of theaweek
and letter/
seasons;space
tell time
in lunch boxes.
notes • exchanges money for goods16.
in a play situation.
feature
sweep
to the
left Relate
begins to demon
7.
on the hour return
on digital
and analog
clocks.
langua
events to time
and day, ‘we
go to
library
at tenand title page
identifies
front/
back
cover
17. attempts
to s
8.
17.
everyd
o’clock on Tuesday’.
it is rou
9.
uses initial letter/ sound to work out unknown word
Phonological
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to m
consonants, consonant blends, word families like ound, itch, ock.
Knowledge
Language
Language Functions (Direct Links Text Types
Text Level
Sentenc
The way
wordsArea
and letter
look. For example, to recall and compare the appearance of words, particularly
those which they have seen or lea
to combinations
ESL Framework)
Focus
(cohesion)
Level
Visual
B - Me
C – Knowledge
Changes
D -used.
Healthy Choices
E – Our Needs
F - Moving
commonly
Connection focus: developing an understanding of
Connection focus: observing the way we and other
Connection
focus: generalisations/rules.
learning to coordinate and
Connection of
focus:
making
informed
and positive
Connection
focus:
understanding
andchange
why,
The meaning
words
and
the way
words take
different
spellings
whenhow
they
form,
spelling
• For the k
Morphemic
who we are by exploring what we have in common
living things can change in different ways over time.
control movement. Movement can produce an
health choices by learning about nutrition,
rules, routines and products are developed to
the beginning
of words, use a k if the vowel following
is either e or i, otherwise use c, e.g. catch,
cot,Energy
cup •isWhen
a word starts with g
with others, and what is unique. How we express
effectkept,
on ourkit,
bodies.
used to move
preventative health strategies and how the sun’s
meet our needs.
it can energy
soundcan
likeaffect
a j, us.
e.g. germ, ginger, gym • When a word starts with c and is followed by -e,objects.
-i or -y,
it is responses
pronounced
astoscreative
e.g. central, circuit,
ourselves and communicate with others is part of our
Sensory
can lead
Knowledge
identity.
action.
The
derivations
of
words.
Often,
particular
clusters
of
letters
that
appear
in
words
not
only
look
the
same
but
also
are
related
in
meaning,
often because of the
Texts that describe and respond. Talking and
Texts that sequence and explain events.
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts that respond, describe and explain.
Etymological
describe.
listening: personal descriptions Reading: books
Talking and listening: explain using when, how,aquarium.
Talking and listening: describing how their
that describe known characters Writing: using
why, what will happen next Reading: identifying
bodies move in response to stimulus
Knowledge
adjectives to describe personal traits
sequence using words and visuals Writing:
Reading: texts that use rhyme, rhythm and
(str
sentence)
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
identifies a problem and the solution and
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches words
to pictures in a class chart • uses focus questions to guide
repetition
Writing:
using movement
usesfeedback
medial and final
sounds
to predict
words vocabulary
observation and provides 10.
a model for giving
recording
observed
over time
1 to 1 changes
– matching
finger
to word
1.
writing
uses cover of book to predict the story
makes acceptableinsubstitutions
2.
11.
Data: collect data about students. Create picture
Patterns and algebra: create and describe
• sequences everyday events in time • uses
Time: sequence events in time. Describe the
• describes the duration of events using
uses the
for clues
to predict
usesand
meaning
to assist
reading
12. position,
graphs of physical features such as eyes and hair3.
everyday language to describe
gives
patterns.
Create a pattern using different body
everyday language • interprets data on food choices
sequence
of pictures
events relating
to a school
day. text content
colour. Length: identify and describe the attribute 4.
of
Three-dimensional
describe
and follow simple directions
and
knows
usescoins
knowledge
ofmovements.
grammatical
structure ofspace:
language
to assist readin
13. • recognises
Time:
namewhere
days ofto
thestart
week reading
and seasons; tell time
in lunch boxes.
notes
•
exchanges
money
for
goods
in
a
play
situation.
features
of
three-dimensional objects using everyday
length. Measure body parts such as arm length, head
naming, describing, observing, defining, 14. literary
description,
factual
onreads
the hourleft
on digital
andand
analog
clocks.
Relateappropriately
to right
turns
pages
identifies
full stops
5.
Describin
language. Manipulate objects and describe using
circumference or height to compare lengths.
events to time and day, ‘we go to library at ten
classifying, generalising, qualifying,
information
everydaypicture
languageand
such as,
‘thisto
ballconfirm
will roll because
identifies
a word/ letter/ space
begins to cross-checks
word
correct word choic
6.
15. description,
o’clock
on Tuesday’.
g
referring, comparing, contrasting
report
it is round’.
return sweep to the left
begins to demonstrate
fluent, expressive reading
7.
16.
identifies
cover and title
page For example, the names of letters, the sounds they represent and the ways 17.
17. attempts
to self correct
8.
How words
and front/
letterback
combinations
sound.
in which letters
can be grouped
to make different sounds e.g. vowels,
uses
initial letter/
sound
work out
9.
consonants,
consonant
blends,
word to
families
like unknown
ound, itch,word
ock.
Phonological
Knowledge
Key
Concepts
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before
or those
which are
Sackville Street Public
School – Year 2 (Later Stage 1) Scope
and Sequence Connected Outcomes Group
(COGs) – Odd and Even Years
• Child
Protection and Drug Education are embedded in the
COGs units. Literacy Focus Areas are suggestions only
and may be linked with your COGs unit.
Spelling
Guided Reading Focus Strategies –Year 2
(Later Stage 1)
B - Me
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
C – Changes
D - Healthy Choices
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
CMorphemic
– Changes
Connection
focus: observing the way we and other
Knowledge
living things can change in different ways over time.
Etymological
Knowledge
Texts that sequence and explain events.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
How words and letter combinations sound. For example, the names of letters, the sounds they
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appearan
commonly used.
The meaning of words and the way words take different spellings when they change
beginning ofChoices
words, use a k if the vowel
is either e or i, otherwise use c,Fe.g.
c
D the
- Healthy
E following
– Our Needs
-M
it can sound
like a j,informed
e.g. germ,
ginger, gym
• Whenfocus:
a word
starts withhow
c and
followed
by Connec
Connection
focus: making
and positive
Connection
understanding
and is
why,
control m
health choices by learning about nutrition,
rules, routines and products are developed to
The derivations
of words.
particular
clusters
of letters that appear in words not only look
effect the
on
preventative
health strategies
and howOften,
the sun’s
meet
our needs.
aquarium.
objects. S
energy
can affect us.
action.
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts th
1 to 1 – explain
matching
finger
word participates in rhyming activities and songs that explore
uses medial
and
describe. identifies a problem and the
solution and
Talking
using
when,tohow,
Talking
1. and listening:
10.
sound
and
word
patterns
•
identifies
foods
by
packaging
–
jointly sequences events in a narrative text • jointly
why,
happen
nextofReading:
bodies m
cover
book toidentifying
predict the story
makes
acceptab
2. what willuses
11.
focusing on colour, text and images • responds to
constructs
a
matrix
to
record
information
•
matches
words
sequence using words and visuals Writing:
Reading
questions
during discussion and solving problems in pairs
to pictures in a class chart • uses focus12.
questions touses
guide meaning to
usesobserved
the pictures
text content
3. changes
recording
over timefor clues to predict
repetitio
• observes and records information throughout an experiment.
observation and provides a model for giving feedback
knows where to start reading
uses knowledge
4.
13.
in writing
• sequences everyday events in 14.
time • uses identifies Patterns
Time:
events
the pages appropriately
• describes the duration of events using
reads
left in
totime.
rightDescribe
and turns
full sto
5. sequence
everyday
language
to
describe
position,
and
gives
patterns.
everyday language • interprets data on food choices
sequence of events relating to a school day.
identifies
a word/
letter/tell
space
tomoveme
cross6. name days
15. coinsbegins
and follow simple directions • recognises
and
Time:
of the week
and seasons;
time
in lunch boxes.
notes • exchanges money for goods in16.
a play situation.
o
sweep
toclocks.
the left
begins tofeatures
demon
on7.
the hour onreturn
digital and
analog
Relate
language.
events
and day, ‘wefront/
go to back
library cover
at ten and title page
17. attempts
to s
8. to timeidentifies
17.
everyday
o’clock on Tuesday’.
it is round
9.
uses initial letter/ sound to work out unknown word
Phonological
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to ma
consonants, consonant blends, word families like ound, itch, ock.
Knowledge
Language
Language Functions (Direct Links Text Types
Text Level
Sentenc
The wayFocus
words and
letterto
combinations
look. For example, to recall and compare the appearance of words, particularly
those which they have seen or learn
ESL Framework)
Area
(cohesion)
Level
Visual
B - Me
C – Knowledge
Changes
D -used.
Healthy Choices
E – Our Needs
F - Moving
commonly
Connection focus: developing an understanding of
Connection focus: observing the way we and other
Connection
focus:generalisations/rules.
learning to coordinate and
Connectionof
focus:
making
informed
and words
positive take
Connection
understanding
andchange
why,
The meaning
words
and
the way
differentfocus:
spellings
whenhow
they
form,
spelling
• For the k s
Morphemic
who we are by exploring what we have in common
living things can change in different ways over time.
control movement. Movement can produce an
health choices by learning about nutrition,
rules, routines and products are developed to
the beginning
of health
words,strategies
use a kand
if the
following
kept,
kit,
cot,Energy
cup •isWhen
word starts with g with others, and what is unique. How we express
effect
on our
bodies.
used to amove
preventative
howvowel
the sun’s
meet is
oureither
needs.e or i, otherwise use c, e.g. catch,
it can sound
likeaffect
a j, e.g.
-i or -y,
it is pronounced
astos creative
e.g. central, circuit, c
ourselves and communicate with others is part ofKnowledge
our
Sensory
responses can lead
energy can
us. germ, ginger, gym • When a word starts with c and is followed by -e, objects.
identity.
action.
The
derivations
of
words.
Often,
particular
clusters
of
letters
that
appear
in
words
not
only
look
the
same
but
also
are
related
in
meaning,
often because of their
Texts that describe and respond. Talking and
Texts that sequence and explain events.
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts that respond, describe and explain.
Etymological
aquarium.
describe.
listening: personal descriptions Reading: books
Talking and listening: explain using when, how,
Talking and listening: describing how their
that describe known characters Writing: using
why, what will happen next Reading: identifying
bodies move in response to stimulus
Knowledge
sequence using words and visuals Writing:
adjectives to describe personal traits
Reading: texts that use rhyme, rhythm and
(str
sentence)
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
1.
2.
recording
observed
over to
time
1 to 1 –changes
matching
finger
word
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
identifies a problem and the solution and
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches words
to pictures in a class chart • uses focus questions to guide
usesfeedback
medial and
observation and provides10.
a model for giving
repetition
Writing:
using movement
final
sounds
to predict
words vocabulary
writing
uses cover of book to predict the story
makes acceptable in
substitutions
11.
Patterns
and
algebra:
create
and describe
•
sequences
everyday
events
in
time
•
uses
Time: sequence events in time. Describe the
• describes the duration of events using
uses theofpictures
for clues
to predict
usesand
meaning
reading
12. position,
everyday language to describe
gives to assist
patterns.
Create a pattern using different body
everyday language • interprets data on food choices
sequence
events relating
to a school
day. text content
Three-dimensional
describe
and follow simple directions
and
Time:
name
days oftothestart
weekreading
and seasons; tell time
knows
where
in lunch boxes.
uses coins
knowledge
ofmovements.
grammatical
structure of space:
language
to assist reading
13. • recognises
notes • exchanges
money for goodsliterary
in a playdescription,
situation.
features of three-dimensional objects using everyday
naming, describing, observing,
defining,
onreads
the hour
onto
digital
and
analog
clocks.
Relate
left
right
and
turns
pages
appropriatelyDescribin
identifies full stopsfactual
14.
language. Manipulate objects and describe using
events to time and day, ‘we go to library at ten
classifying, generalising, qualifying,
information
everyday
languageand
suchword
as, ‘thistoball
will roll because
identifies
a word/ letter/ space
begins to cross-checks
picture
confirm
correct word choice
6.
15. description,
o’clock
on Tuesday’.
g
referring, comparing, contrasting
report
it is round’.
return sweep to the left
begins to demonstrate fluent, expressive reading
7.
16.
identifies
cover and title
page For example, the names of letters, the sounds they represent and the ways17.
attempts
to self correct
8.How words
andfront/
letterback
combinations
sound.
in which 17.
letters
can be grouped
to make different sounds e.g. vowels,
uses
initial letter/
sound
work out
9.consonants,
consonant
blends,
wordtofamilies
likeunknown
ound, itch,word
ock.
Data: collect data about students. Create picture
3.
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute4.
of
length. Measure body parts such as arm length, head
5.
circumference or height to compare lengths.
Phonological
Knowledge
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before
or those
which are
Key
Concepts
Sackville Street
Public
School – Year 3 (Early Stage 2) Scope
and Sequence Connected Outcomes Group
(COGs) – Odd and Even Years
• Child
Protection and Drug Education are embedded in the
COGs units. Literacy Focus Areas are suggestions only
and may be linked with your COGs unit.
Guided Reading Focus Strategies –Year
(Early Stage 2)
2.
3.
4.
5.
6.
7.
8.
9.
1.
uses initial letter/ sound to work out
unknown word
uses medial sound to predict word
uses final sound to predict words
makes acceptable substitutions or
omissions
uses meaning to assist reading or
self correct
uses knowledge of grammatical
structure of language to assist
reading or self correct
responds to punctuation when
reading
cross-checks picture and word to
confirm correct word choice
reads fluently and expressively
10.uses a range of automatic
monitoring self correcting strategies
when reading
B - Me
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Spelling
1.
COGs
descri
ption
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
D - Healthy Choices
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
1 toexplain
1 – matching
finger
to wordparticipates in rhyming activities and songs that explore
Talking1.
and listening:
using when,
how,
sound and word patterns • identifies foods by packaging –
why, what
Reading:
identifying
usesnext
cover
of book
to predict the
story
2. will happen
focusing
on colour, text and images • responds to
sequence using words and visuals Writing:
questionstext
during
discussion and solving problems in pairs
uses the
pictures
for clues to predict
content
3.changes observed
recording
over
time
• observes and records information throughout an experiment.
describe. identifies a problem and the solution
10. and
Time: sequence
events
time.
• describes
the duration of events using
readsinleft
to Describe
right andthe
turns pages
appropriately
5.
everyday language • interprets data on food choices
sequence of events relating to a school day.
a word/
space in lunch boxes.
6. days ofidentifies
Time: name
the week and
seasons;letter/
tell time
return
sweep
to the
left
7. on digital
on the hour
and analog
clocks.
Relate
events to8.time and day,
‘we go to
library
at tencover and title page
identifies
front/
back
o’clock on Tuesday’.
• sequences everyday events in time •14.
uses
everyday language to describe position, and gives
and follow simple directions • recognises15.
coins and
notes • exchanges money for goods in a play16.
situation.
9.
Phonological
Knowledge
Visual Knowledge
re-reads to predict, confirm or self
correct
Morphemic
reads 2 and 3 syllable words and contractions
uses high frequency words to solve new
words (eg look-shook)
Knowledge
can retell information from text read
Etymological
scans text to locate specific information
skims text to gain meaning
Knowledge
integrates MSV cues in reading
C – Changes
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Phonological
How words and letter combinations sound. For example, the names of letters, the sounds they
consonants, consonant blends, word families like ound, itch, ock.
3 Knowledge
The way words and letter combinations look. For example, to recall and compare the appearan
Visual Knowledge
commonly used.
The meaning of words and the way words take different spellings when they change
the beginning
of words, use a k if theE
vowel
following
is either e or i, otherwise use
c
C – Morphemic
Changes
D - Healthy
Choices
– Our
Needs
F c,- e.g.
Mov
it can
sound
like
a j, e.g.
germ,
ginger,
gym • When
word starts how
withand
c and
by fConnection
focus: observing the way we and other
Connection
Connection
focus:
making
informed
and
positive
Connection
focus:aunderstanding
why, is followed
Knowledge
living things can change in different ways over time.
control movem
health choices by learning about nutrition,
rules, routines and products are developed to
Thehealth
derivations
theb
effectlook
on our
preventative
strategies of
andwords.
how the Often,
sun’s particular
meet ourclusters
needs. of letters that appear in words not only
Etymological
aquarium.
objects. Senso
energy can
affect us.
action.
Knowledge
Texts that sequence and explain events.
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts that re
4.
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
B - Me
knows where to start reading
uses Talking
medialand
andl
jointly sequences events in a narrative text • jointly
bodies
move
makes
acceptab
11.
constructs a matrix to record information • matches words
Reading: tex
to pictures in a class chart • uses focus questions
meaningWrto
12. to guideuses repetition
observation and provides a model for giving feedback
13.
17.
uses inknowledge
writing
Patterns
identifies
fulland
stoa
patterns. Crea
begins
to cross-T
movements.
features
of three
begins
to demon
language. Mani
17. attempts
to s
everyday langu
it is round’.
uses initial letter/ sound to work out unknown word
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to make d
consonants, consonant blends, word families like ound, itch, ock.
Language
Language Functions (Direct Links Text Types
Text Level
Sentenc
The way words
andArea
letter combinations
look. For example, to recall and compare the appearance of words, particularly
those which they have seen or learnt bef
to ESL Framework)
Focus
(cohesion)
Level (str
commonly used.
sentence)
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k soun
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch, kept, kit, cot, cup • When a word starts with g - and
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i or -y, it is pronounced as s e.g. central, circuit, cylind
2.
3.
4.
The derivations of words. Often, particular clusters of letters that appear in words not only look the same but also are related in meaning, often because of their root,
5.
aquarium.
6.
7.
1 toword
1 – matching finger to word
uses medial and final sounds to predict words
1.unknown
10.
8.
reads on to gain meaning or to work out
uses cover of book to predict the story
makes acceptable substitutions
2.
11.
9.
pauses or subvocalises to work out unknown
word
uses the
pictures for
clues
to predict
text content
uses meaning to assist reading
10. uses strategies to confirm predictions 3.
and to locate
information
( key
words,
headings)
12.
4.
5.
6.
7.
8.
9.
knows where to start reading
reads left to right and turns pages appropriately Describin
identifies a word/ letter/ space
g
return sweep to the left
identifies front/ back cover and title page
uses initial letter/ sound to work out unknown word
13.
naming, describing, observing, defining,
14.
classifying, generalising, qualifying,
15.
referring, comparing, contrasting
16.
17.
uses knowledge of grammatical structure of language to assist reading
literary description,
identifies
full stops factual
description, information
begins to cross-checks picture and word to confirm correct word choice
report
begins to demonstrate fluent, expressive reading
17. attempts to self correct
Key Concepts
Text Types – Year 3 (Early Stage 2)
•
Text Types are taught in talking and listening (spoken text types), reading and writing.
•
Key concepts are based on syllabus requirements and are suggestions for specific language focus areas. Key concepts should be selected based on student
needs and strengths.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
C – Changes
D - Healthy Choices
E – Our Needs
F - Moving
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Connection focus: understanding how and why,
rules, routines and products are developed to
meet our needs.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
describe. identifies a problem and the solution and
Connection focus: learning to coordinate and
control movement. Movement can produce an
effect on our bodies. Energy is used to move
objects. Sensory responses can lead to creative
action.
Texts that respond, describe and explain.
Talking and listening: describing how their
bodies move in response to stimulus
Reading: texts that use rhyme, rhythm and
repetition Writing: using movement vocabulary
in writing
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
Morphemic
Knowledge
Etymological
Knowledge
1.
2.
3.
4.
5.
6.
7.
8.
9.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
Patterns and algebra: create and describe
patterns. Create a pattern using different body
movements. Three-dimensional space: describe
features of three-dimensional objects using everyday
language. Manipulate objects and describe using
everyday language such as, ‘this ball will roll because
it is round’.
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before or those which are
commonly used.
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k sound followed by a vowel at
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch, kept, kit, cot, cup • When a word starts with g - and is followed by -e, -i or -y,
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i or -y, it is pronounced as s e.g. central, circuit, cylinder
The derivations of words. Often, particular clusters of letters that appear in words not only look the same but also are related in meaning, often because of their root, e.g. aquatic, aquatint,
aquarium.
Language Functions (Direct Links
to ESL Framework)
• sequences everyday events in time • uses
everyday language to describe position, and gives
and follow simple directions • recognises coins and
notes • exchanges money for goods in a play situation.
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds e.g. vowels,
1 to 1 – matching finger to word
uses cover of book to predict the story
uses the pictures for clues to predict text content
knows where to start reading
reads left to right and turns pages appropriately
identifies a word/ letter/ space
return sweep to the left
identifies front/ back cover and title page
uses initial letter/ sound to work out unknown word
Language
Focus Area
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches words
to pictures in a class chart • uses focus questions to guide
observation and provides a model for giving feedback
10.
11.
12.
13.
14.
15.
16.
17.
Text Types
Text Level
(cohesion)
uses medial and final sounds to predict words
makes acceptable substitutions
uses meaning to assist reading
uses knowledge of grammatical structure of language to assist reading
identifies full stops
begins to cross-checks picture and word to confirm correct word choice
begins to demonstrate fluent, expressive reading
17. attempts to self correct
Sentence
Level (structure of the
Key Concepts
Clause Level
(structure of the clause)
Group/Phrase
Level (Structure of the
Word Level
Adverbial phrase)
sentence)
statement/gives
information, eg I am
here question/asks for
an answer, eg Are you
busy? exclamation/for
emphasis, eg I won!
Nouns (technical)
Adjectives (size, colour,
shape) Pronouns (he,
she) Action verbs
Adverbs
Sackville Street Public
School – Year 4 (Later Stage 2) Scope
and Sequence Connected Outcomes
Group (COGs) – Odd and Even Years
Child Protection and Drug Education are embedded in
the COGs units. Literacy Focus Areas are suggestions
only and may be linked with your COGs unit.
•
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Spelling
Guided
COGs
descri
ption
B - Me
C – Changes
D - Healthy Choices
E
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Co
rul
me
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Te
de
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
join
con
to
ob
•
ev
an
no
Phonological
How words and letter combinations sound. For example, the names of letters, the sounds they repre
consonants, consonant blends, word families like ound, itch, ock.
Reading Focus Strategies –Year 4 Knowledge
The way words and letter combinations look. For example, to recall and compare the appearance of
Visual Knowledge
commonly used.
(Later Stage 2)
The meaning of words and the way words take different spellings when they change for
Morphemic
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch,
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i
Knowledge
B - Me
C – Changes
D - Healthy
Choices
E
– Our Needs
F - Moving
The derivations of words. Often, Connection
particular clusters of letters that appear in words not only look the same
Connection focus: developing an understanding of
Connection
focus: observing the way we and other
Connection focus: lear
Connection focus: making informed and positive
focus: understanding how and why,
Etymological
aquarium.
who we are by exploring what we have in common
living things can change in different ways over time.
control movement. Mov
health choices
by learning about nutrition,
rules, routines and products are developed to
with others, and what is unique. How we express
effect on our bodies. En
preventative health strategies and how the sun’s
meet our needs.
Knowledge
ourselves and communicate with others is part of our
objects. Sensory respon
energy can affect us.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
1.
1 to 1 – matching finger to word
10.
Texts that2.
sequenceuses
and cover
explainofevents.
that instruct, inform and persuade. •
book to predictTexts
the story
participates in rhyming activities and songs that explore
Talking and listening:uses
explain
when,for
how,
theusing
pictures
clues tosound
predict
textpatterns
content
3.
and
word
• identifies foods by packaging –
why, what will happen next Reading: identifying
knows
whereWriting:
to start readingfocusing on colour, text and images • responds to
sequence 4.
using words
and visuals
questions during discussion and solving problems in pairs
recording changes
over
reads
lefttime
to right and turns pages
5. observed
• observesappropriately
and records information throughout an experiment.
6.
identifies a word/ letter/ space
Time: sequence events in time. Describe the
• describes the duration of events using
return to
sweep
to the
everyday language • interprets data on food choices
sequence 7.
of events relating
a school
day.left
Time: name8.days of theidentifies
week and seasons;
tell time
in lunch
front/ back
cover and
titleboxes.
page
on the hour9.
on digital and
analog
clocks.
Relate
uses
initial
letter/
sound to work out unknown word
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
Texts that entertain, retell, inform and11.
describe. identifies a problem and the solution and
12.
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches
13.words
to pictures in a class chart • uses focus questions to guide
14.
observation and provides a model for giving feedback
15.
• sequences everyday events in time • uses
everyday language to describe position, and16.
gives
and follow simple directions • recognises coins
17.and
notes • exchanges money for goods in a play situation.
uses
medial and fina
action.
Textsacceptable
that respond,
makes
su
Talking
and listening:
uses
meaning
to ass
bodies move in respo
uses
knowledge
of us
g
Reading:
texts that
repetitionfull
Writing:
identifies
stopsusin
in writing
begins
to cross-chec
Patterns and algebra: c
begins
to Create
demonstrat
patterns.
a patte
17.movements.
attemptsThree-dime
to self c
features of three-dimensio
language. Manipulate obje
everyday language such as
it is round’.
Phonological
Language
Language
Functions
(Direct
Links the sounds they represent and the ways in
How words and
letter combinations
sound. For
example, the names
of letters,
which letters
can be groupedSentence
to make different s
Text
Level
Text Types
consonants, consonant
blends,
word families
likeFramework)
ound, itch, ock.
to ESL
Focus
Area
(cohesion)
Knowledge
Level
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before or th
Visual Knowledge
commonly used.
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k sound follow
Morphemic
the beginning ofD
words,
use a k if the
vowel following is either
e orOur
i, otherwise
use c, e.g. catch, kept, kit,
cup • When a word starts with g - and is follow
B - Me
C – Changes
- Healthy
Choices
E–
Needs
F cot,
- Moving
itwe
can
a j, e.g. germ,
ginger,informed
gym • When
a word starts
withfocus:
c andunderstanding
is followed how
by -e,
or -y, itConnection
is pronounced
s e.g.to central,
cylinder
Connection focus: developing an understanding
of
Connection focus: observing the way
andsound
other likeConnection
focus: as
learning
coordinate circuit,
and
focus: making
and positive
Connection
and-iwhy,
Knowledge
who we are by exploring what we have in common
living things can change in different ways over time.
health choices by learning about nutrition,
rules, routines and products are developed to
control movement. Movement can produce an
The
derivations
of
words.
Often,
particular
clusters
of
letters
that
appear
in
words
not
only
look
the
same
but
also
are
related
in
meaning,
often
because
of
their
root, e.g. aqu
with others, and what is unique. HowEtymological
we express
effect on our bodies. Energy is used to move
preventative health strategies and how the sun’s
meet our needs.
aquarium.
ourselves and communicate with others is part of our
energy can affect us.
objects. Sensory responses can lead to creative
identity.
action.
Knowledge
Texts that describe and respond. Talking and
Texts that sequence and explain events.
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts that respond, describe and explain.
(structure
sentence)
COGs
descri
ption
Litera
cy
Conn
ectio
ns
listening: personal descriptions Reading:
books
Talking andfinger
listening:
explain using when, how,
1 to 1 – matching
to word
1.
that describe known characters Writing:
using
why,ofwhat
willtohappen
uses cover
book
predictnext
theReading:
story identifying
2.
sequence using words and visuals Writing:
adjectives to describe personal traits
uses therecording
pictureschanges
for clues
to predict
text content
3.
observed
over time
Num
eracy
Conn
ectio
ns
Data: collect data about students. Create
sequence
events
in time.
Describe the
to right
and turns
pages
appropriately
5. picturereads leftTime:
graphs of physical features such as eyes and hair
sequence of events relating to a school day.
identifies
a word/
colour. Length: identify and describe6.
the attribute
of
Time:
nameletter/
days ofspace
the week and seasons; tell time
length. Measure body parts such as7.
arm length,return
head sweep
the
on the to
hour
on left
digital and analog clocks. Relate
circumference or height to compare lengths.
events to time and day, ‘we go to library at ten
4.
8.
9.
knows where to start reading
identifies front/ back cover and title page
o’clock on Tuesday’.
uses initial letter/ sound to work out unknown word
participates in rhyming activities and songs that explore
describe.10.
identifies a uses
problemmedial
and the solution
and soundsTalking
and listening:
and final
to predict
words describing how their
sound and word patterns • identifies foods by packaging –
jointly sequences events in a narrative text • jointly
bodies move in response to stimulus
makes
acceptable
11.
focusing on colour, text and images • responds to
constructs a
matrix to record
information
• matchessubstitutions
words
Reading:
texts
that use rhyme, rhythm and
questions during discussion and solving problems in pairs
to pictures
in a class chart
• uses
focus questions
to guidereading
uses
meaning
to assist
12.
naming, describing, observing,
defining,
literary
description,
factual
repetition Writing: using movement vocabulary
• observes and records information throughout an experiment.
observation and provides a model for giving feedback
Describin
classifying, generalising, qualifying,
in writing
usesdescription,
knowledge information
of grammatical
structure of language to assist reading
13.
Patterns and algebra: create and describe
• sequences
events
infull
timestops
• uses
g• describes the durationreferring,
of events comparing,
using
contrasting
report
identifies
14. everyday
everyday language • interprets data on food choices
in lunch boxes.
everyday language to describe position, and gives
patterns. Create a pattern using different body
begins
to cross-checks
and word
to confirm correct
choice
movements.
Three-dimensional
space:word
describe
and follow15.
simple directions
• recognises
coins and picture
notes • exchanges
money
for
goods
in
a
play
situation.
of three-dimensional
begins to demonstrate fluent,features
expressive
reading objects using everyday
16.
language. Manipulate objects and describe using
17. attempts to self correct everyday language such as, ‘this ball will roll because
17.
it is round’.
Text Types – Year 4 (Later Stage 2)
•
Text Types are taught in talking and listening (spoken text types), reading and writing.
•
Key concepts are based on syllabus requirements and are suggestions for specific language focus areas. Key concepts should be selected based on student
needs and strengths.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
C – Changes
D - Healthy Choices
E – Our Needs
F - Moving
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
Connection focus: understanding how and why,
rules, routines and products are developed to
meet our needs.
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
describe. identifies a problem and the solution and
Connection focus: learning to coordinate and
control movement. Movement can produce an
effect on our bodies. Energy is used to move
objects. Sensory responses can lead to creative
action.
Texts that respond, describe and explain.
Talking and listening: describing how their
bodies move in response to stimulus
Reading: texts that use rhyme, rhythm and
repetition Writing: using movement vocabulary
in writing
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
Morphemic
Knowledge
Etymological
Knowledge
1.
2.
3.
4.
5.
6.
7.
8.
9.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
Patterns and algebra: create and describe
patterns. Create a pattern using different body
movements. Three-dimensional space: describe
features of three-dimensional objects using everyday
language. Manipulate objects and describe using
everyday language such as, ‘this ball will roll because
it is round’.
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before or those which are
commonly used.
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k sound followed by a vowel at
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch, kept, kit, cot, cup • When a word starts with g - and is followed by -e, -i or -y,
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i or -y, it is pronounced as s e.g. central, circuit, cylinder
The derivations of words. Often, particular clusters of letters that appear in words not only look the same but also are related in meaning, often because of their root, e.g. aquatic, aquatint,
aquarium.
Language Functions (Direct Links
to ESL Framework)
• sequences everyday events in time • uses
everyday language to describe position, and gives
and follow simple directions • recognises coins and
notes • exchanges money for goods in a play situation.
How words and letter combinations sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds e.g. vowels,
1 to 1 – matching finger to word
uses cover of book to predict the story
uses the pictures for clues to predict text content
knows where to start reading
reads left to right and turns pages appropriately
identifies a word/ letter/ space
return sweep to the left
identifies front/ back cover and title page
uses initial letter/ sound to work out unknown word
Language
Focus Area
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches words
to pictures in a class chart • uses focus questions to guide
observation and provides a model for giving feedback
10.
11.
12.
13.
14.
15.
16.
17.
Text Types
Text Level
(cohesion)
uses medial and final sounds to predict words
makes acceptable substitutions
uses meaning to assist reading
uses knowledge of grammatical structure of language to assist reading
identifies full stops
begins to cross-checks picture and word to confirm correct word choice
begins to demonstrate fluent, expressive reading
17. attempts to self correct
Sentence
Level (structure of the
Key Concepts
Clause Level
(structure of the clause)
Group/Phrase
Level (Structure of the
Word Level
Adverbial phrase)
sentence)
statement/gives
information, eg I am
here question/asks for
an answer, eg Are you
busy? exclamation/for
emphasis, eg I won!
Nouns (technical)
Adjectives (size, colour,
shape) Pronouns (he,
she) Action verbs
Adverbs
Sackville Street Public
School – Year 5 (Early Stage 3) Scope
and Sequence Connected Outcomes
Group (COGs) – Odd and Even Years
Child Protection and Drug Education are embedded in
the COGs units. Literacy Focus Areas are suggestions
only and may be linked with your COGs unit.
•
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Spelling
Guided
COGs
descri
ption
B - Me
C – Changes
D - Healthy Choices
E
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
C
ru
m
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
T
d
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
jo
co
to
ob
•
ev
an
no
Phonological
How words and letter combinations sound. For example, the names of letters, the sounds they repr
consonants, consonant blends, word families like ound, itch, ock.
Reading Focus Strategies –Year 5 Knowledge
The way words and letter combinations look. For example, to recall and compare the appearance o
Visual Knowledge
commonly used.
(Early Stage 3)
The meaning of words and the way words take different spellings when they change fo
Morphemic
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i
Knowledge
The derivations
of words. Often,E
particular
clusters
of letters that appear in words not
look the sam
B - Me
C – Changes
D - Healthy
Choices
– Our
Needs
F only
- Moving
Etymological
aquarium.
Connection focus: developing an understanding of
Connection focus: observing the way we and other
Connection focus: lea
Connection focus:
making informed and positive
Connection focus: understanding how and why,
who we are by exploring what we have in common
living thingsKnowledge
can change in different ways over time.
health choices by learning about nutrition,
rules, routines and products are developed to
control movement. Mov
with others, and what is unique. How we express
effect on our bodies. En
preventative health strategies and how the sun’s
meet our needs.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
1 to 1 – matching finger to word
1.
energy can affect us.
uses cover of book to predict the story
2.
Texts that 3.
sequenceuses
and explain
events.
Texts
that text
instruct,
inform and persuade. •
the pictures for clues to
predict
content
participates in rhyming activities and songs that explore
Talking and listening: explain using when, how,
knows
where
to
start
reading
sound
and
word
patterns
• identifies foods by packaging –
4.
why, what will happen next Reading: identifying
colour, text and images • responds to
sequence using
and visuals
left toWriting:
right and turns focusing
pages on
appropriately
5. wordsreads
questions
during discussion and solving problems in pairs
recording changes
over time
• observes and records information throughout an experiment.
identifies
a word/ letter/ space
6. observed
return
sweep
to
the
left
7.
Time: sequence events in time. Describe the
• describes the duration of events using
identifies
title page
8.events relating
everyday
language • interprets data on food choices
sequence of
to a front/
schoolback
day. cover and
Time: name9.
days of theuses
week initial
and seasons;
tellsound
time to work
in lunch
boxes.
letter/
out
unknown word
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
Language
10.
11.
Texts that entertain, retell, inform and12.
describe. identifies a problem and the solution and
13.
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches
words
14.
to pictures in a class chart • uses focus questions to guide
observation and provides a model for giving feedback
15.
16.
• sequences everyday events in time • uses
everyday language to describe position, and17.
gives
and follow simple directions • recognises coins and
notes • exchanges money for goods in a play situation.
uses
medial
and
fina
objects.
Sensory
respon
action. acceptable s
makes
Texts
that respond,
uses
meaning
to ass
Talking and listening:
uses
knowledge
of g
bodies move in respo
Reading: full
textsstops
that us
identifies
repetition
Writing: usin
begins
to cross-chec
in writing
begins
toand
demonstra
Patterns
algebra: c
patterns.
Create
pattec
17.
attempts
toaself
movements. Three-dim
features of three-dimensio
language. Manipulate obj
everyday language such a
it is round’.
Language Functions (Direct Links Text Types
Text Level
Sentence
Phonological
How words and
letter combinations
sound.
For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to make different
Framework)
Focus
Area to ESL
(cohesion)
consonants, consonant blends, word families like ound, itch, ock.
Level
Knowledge
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt before or th
Visual Knowledge
commonly used.
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k sound follow
Morphemic
a k if the vowel
following is either eE
or –
i, otherwise
use c, e.g. catch, kept, kit, cot,
• When a word starts with g - and is follo
B - Me
C – Changes the beginning of words,
D -use
Healthy
Choices
Our Needs
F cup
- Moving
it way
canwe
sound
like a j,Connection
e.g. germ,focus:
ginger,
gym
• When
word startsConnection
with c and
is followed
by -e,
or -y,
as s learning
e.g. central,
circuit,
Connection focus: developingKnowledge
an understanding of
Connection focus: observing the
and other
Connection focus:
to coordinate
and cylinder
making
informed
anda positive
focus:
understanding
how-iand
why,it is pronounced
who we are by exploring what we have in common
living things can change in different
ways
over time. ofhealth
choices
by particular
learning about
nutrition,
rules, routines
arethe
developed
Movement
can produce
an root, e.g. aqu
The
derivations
words.
Often,
clusters
of letters that appear
in wordsand
notproducts
only look
same buttoalso are control
relatedmovement.
in meaning,
often because
of their
with others, and what is unique.Etymological
How we express
effect on our bodies. Energy is used to move
preventative health strategies and how the sun’s
meet our needs.
aquarium.
ourselves and communicate with others is part of our
energy can affect us.
objects. Sensory responses can lead to creative
identity.
action.
KnowledgeTexts that sequence and explain events.
Texts that describe and respond. Talking and
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts that respond, describe and explain.
(structur
sentence)
COGs
descri
ption
Litera
cy
Conn
ectio
ns
1 to
1 – matching
finger
to wordexplain using when, how,
1. Reading:
listening: personal descriptions
books
Talking
and listening:
that describe known characters
usingcover ofwhy,
what
happen
Reading: identifying
book
to will
predict
thenext
story
2. Writing:uses
sequence using words and visuals Writing:
adjectives to describe personal traits
uses the pictures
for clues to predict text content
3.
recording changes observed over time
Num
eracy
Conn
ectio
ns
Data: collect data about students.
Time:and
sequence
time. Describe the
reads left to right
turns events
pagesinappropriately
5. Create picture
graphs of physical features such as eyes and hair
sequence
of events
identifies
letter/
space relating to a school day.
6. the attribute
colour. Length: identify and describe
of a word/
Time: name days of the week and seasons; tell time
length. Measure body parts such
returnhead
sweepontothe
the
lefton digital and analog clocks. Relate
7. as arm length,
hour
circumference or height to compare lengths.
events to time and day, ‘we go to library at ten
4.
8.
knows where to start reading
identifies front/ back cover and title page
o’clock on Tuesday’.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
uses
medial
final sounds
to predict
words
10. identifies
describe.
a problem
andand
the solution
and
Talking and
listening: describing how their
jointly sequences events
in aacceptable
narrative text • substitutions
jointly
bodies move in response to stimulus
makes
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Patterns and algebra: create and describe
• sequences
everyday
events
time • uses
identifies
full instops
14.
everyday language to describe position, and gives
patterns. Create a pattern using different body
to cross-checks picture and
word toThree-dimensional
confirm correctspace:
worddescribe
choice
15. simplebegins
movements.
and follow
directions • recognises coins and
notes16.
• exchangesbegins
money fortogoods
in
a
play
situation.
features of three-dimensional
objects using everyday
demonstrate fluent, expressive
reading
language. Manipulate objects and describe using
17. attempts to self correct
17.
everyday language such as, ‘this ball will roll because
11. a matrix to record
naming,
describing,
defining,
literary
description,
factual
focusing on colour, text
and images
• responds to observing,constructs
information
• matches words
Describin
Reading: texts that use rhyme, rhythm and
questions during discussion
and solving
problems in pairsqualifying,
uses
meaning
assist
12. in a class
to pictures
chartdescription,
• uses focusto
questions
toreading
guide
classifying,
generalising,
information
repetition Writing: using movement vocabulary
• observes and records information throughout an experiment.
observation and provides a model for giving feedback
g
uses report
knowledge of grammatical structure
referring, comparing, contrasting 13.
in writing of language to assist reading
Sackville Street Public
School – Year 6 (Later Stage 3) Scope
and Sequence Connected Outcomes
Group (COGs) – Odd and Even Years
Child Protection and Drug Education are embedded in
the COGs units. Literacy Focus Areas are suggestions
only and may be linked with your COGs unit.
•
Spelling
Guided Reading Focus Strategies –Year 6
(Later Stage 3)
B - Me
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
B - Me
C – Changes
D - Healthy Choices
E
Connection focus: developing an understanding of
who we are by exploring what we have in common
with others, and what is unique. How we express
ourselves and communicate with others is part of our
identity.
Texts that describe and respond. Talking and
listening: personal descriptions Reading: books
that describe known characters Writing: using
adjectives to describe personal traits
Connection focus: observing the way we and other
living things can change in different ways over time.
Connection focus: making informed and positive
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
C
ru
m
Texts that sequence and explain events.
Talking and listening: explain using when, how,
why, what will happen next Reading: identifying
sequence using words and visuals Writing:
recording changes observed over time
Texts that instruct, inform and persuade. •
T
d
Data: collect data about students. Create picture
graphs of physical features such as eyes and hair
colour. Length: identify and describe the attribute of
length. Measure body parts such as arm length, head
circumference or height to compare lengths.
Time: sequence events in time. Describe the
sequence of events relating to a school day.
Time: name days of the week and seasons; tell time
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
• describes the duration of events using
everyday language • interprets data on food choices
in lunch boxes.
Phonological
Knowledge
Visual Knowledge
Morphemic
Knowledge
CEtymological
– Changes
Connection focus: observing the way we and other
living
things can change in different ways over time.
Knowledge
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
jo
co
to
ob
•
ev
an
no
How words and letter combinations sound. For example, the names of letters, the sounds they repr
consonants, consonant blends, word families like ound, itch, ock.
The way words and letter combinations look. For example, to recall and compare the appearance o
commonly used.
The meaning of words and the way words take different spellings when they change fo
the beginning of words, use a k if the vowel following is either e or i, otherwise use c, e.g. catch
it can sound like a j, e.g. germ, ginger, gym • When a word starts with c and is followed by -e, -i
derivationsChoices
of words. Often, particularEclusters
of letters
that appear in words not only look
sam
DThe
- Healthy
– Our
Needs
F -theMo
aquarium.focus: making informed and positive
Connection
health choices by learning about nutrition,
preventative health strategies and how the sun’s
energy can affect us.
1 to 1 – matching finger to word
1.
uses cover of book to predict the story
2.
Texts
and explain
that instruct, inform and persuade. •
uses the pictures
for events.
clues to predictTexts
text content
3. that sequence
participates in rhyming activities and songs that explore
Talking and listening: explain using when, how,
knows
where
to
start
reading
sound
and
word patterns • identifies foods by packaging –
4.
why, what will happen next Reading: identifying
focusing on colour, text and images • responds to
sequence
using
words
andright
visuals
reads
left to
andWriting:
turns pages appropriately
5.
questions during discussion and solving problems in pairs
recording
changes
observed
over time
• observes and records information throughout an experiment.
identifies
a word/
letter/ space
6.
return
sweep
to
the
left
7.
Time: sequence events in time. Describe the
• describes the duration of events using
front/toback
cover
and title page
8.
everyday language • interprets data on food choices
sequence
ofidentifies
events relating
a school
day.
Time:
name
days
of
the
week
and
seasons;
tell
time
in
lunch boxes.
uses
initial
letter/
sound
to
work
out
unknown
word
9.
on the hour on digital and analog clocks. Relate
events to time and day, ‘we go to library at ten
o’clock on Tuesday’.
Language
Connection
control move
effect on our
uses medial
and Sens
fina
10.
objects.
action.
makes acceptable
s
11.
Texts that entertain, retell, inform
and uses meaning
Textstothat
ass
12.
describe. identifies a problem and the solution and
Talking and
of g
13.
jointly sequences events in a narrative
text • jointlyuses knowledge
bodies mov
constructs a matrix to record information
• matches
words
Reading:
identifies
full
stopste
14.
to pictures in a class chart • uses focus questions to guide
repetition W
observation and provides a model for15.
giving feedback
begins to cross-chec
in writing
Connection focus: understanding how and why,
rules, routines and products are developed to
meet our needs.
Patterns and
• sequences everyday events in16.
time • usesbegins to demonstra
everyday language to describe position,
patterns.
Crec
17. attempts
to self
17. and gives
movements.
and follow simple directions • recognises coins and
notes • exchanges money for goods in a play situation.
features of thr
language. Ma
everyday lang
it is round’.
Language Functions (Direct Links Text Types
Text Level
Sentence
Phonological
How words
andArea
letter combinations
sound. For example, the names of letters, the sounds they represent and the ways in which letters can be grouped to make
to ESL Framework)
Focus
(cohesion)
consonants, consonant blends, word families like ound, itch, ock.
Level
Knowledge
The way words and letter combinations look. For example, to recall and compare the appearance of words, particularly those which they have seen or learnt be
Visual Knowledge
commonly used.
B - Me
C – Changes
D - Healthy Choices
E – Our Needs
F - Moving
The meaning of words and the way words take different spellings when they change form, spelling generalisations/rules. • For the k soun
Connection focus: developing an understanding
of
Connection focus: observing the way we and other
Connection focus: learning to coordinate and
Connection focus: making informed and positive
Connection focus: understanding how and why,
Morphemic
the beginning
ofhealth
words,
use abyklearning
if the vowel
following is either
e or
i, otherwise
use are
c, e.g.
catch,tokept, kit,
cot,movement.
cup • When
a word
starts with
g - and
who we are by exploring what we have in common
living things can change in different ways
over time.
choices
about nutrition,
rules,
routines
and products
developed
control
Movement
can produce
an
with others, and what is unique. How
we express
on our bodies.as
Energy
is used
to move
it can sound likepreventative
a j, e.g. germ,
healthginger,
strategies
gym
and•how
When
the sun’s
a word starts
meet our
with
needs.
c and is followed by -e, -i or -y, it effect
is pronounced
s e.g.
central,
circuit, cylin
Knowledge
ourselves and communicate with others is part of our
energy can affect us.
objects. Sensory responses can lead to creative
The derivations of words. Often, particular clusters of letters that appear in words not only look the same but alsoaction.
are related in meaning, often because of their roo
identity.
Etymological
Texts that describe and respond. Talking and
Texts that sequence and explainaquarium.
events.
Texts that instruct, inform and persuade. •
Texts that entertain, retell, inform and
Texts that respond, describe and explain.
describe.
listening: personal descriptions Reading: books
Talking and listening: explain using when, how,
Talking and listening: describing how their
Knowledge
that describe known characters Writing:
using
why, what will happen next Reading: identifying
bodies move in response to stimulus
(structur
sentence)
COGs
descri
ption
Litera
cy
Conn
ectio
ns
Num
eracy
Conn
ectio
ns
adjectives to describe personal traits1.
2.
sequence using
and visuals Writing:
1 to 1 – matching
fingerwords
to word
recording changes observed over time
uses cover of book to predict the story
o’clocktoonthe
Tuesday’.
return sweep
left
identifies front/ back cover and title page
identifies a problem and the solution and
jointly sequences events in a narrative text • jointly
constructs a matrix to record information • matches words
texts
that use rhyme, rhythm and
uses medial and final soundsReading:
to predict
words
10.
to pictures in a class chart • uses focus questions to guide
repetition Writing: using movement vocabulary
observation
and provides
a modelacceptable
for giving feedback
makes
substitutions
11.
in lunch boxes.
identifies
full
stops
14. money
notes • exchanges
for goods in
a play
situation.
naming, describing, observing, defining,
literary description, factual
in writing
Describin
uses
meaning
assist reading
12. everyday
classifying,
description,
information
Patterns and algebra: create and describe
events
in
time •to
uses
• describes the
duration of generalising,
events using qualifying,• sequences
everyday
language
to
describe
position,
and
gives
patterns.
Create of
a pattern
using to
different
body
everyday language
• interprets
data on food
choices
g
uses knowledge of grammatical
structure
language
assist
reading
referring,
comparing,
contrasting
13. report
movements. Three-dimensional space: describe
and follow simple directions • recognises coins and
pictures
for clues
to predict
text content
3. pictureuses the Time:
Data: collect data about students. Create
sequence
events
in time. Describe
the
graphs of physical features such as4.
eyes and hair
sequence
of events
relating to a school day.
knows where
to start
reading
colour. Length: identify and describe the attribute of
Time:
name
days
of
the
week
and
seasons;
tell
time
right and turns pages appropriately
length. Measure body parts such as5.
arm length,reads
head leftontothe
hour on digital and analog clocks. Relate
circumference or height to compare6.
lengths. identifiesevents
a word/
letter/
space
to time and day, ‘we go to library at ten
7.
8.
participates in rhyming activities and songs that explore
sound and word patterns • identifies foods by packaging –
focusing on colour, text and images • responds to
questions during discussion and solving problems in pairs
• observes and records information throughout an experiment.
15.
16.
17.
features of three-dimensional objects using everyday
language.
Manipulate
objects and
describe word
using choice
begins to cross-checks picture
and word
to confirm
correct
everyday language such as, ‘this ball will roll because
begins to demonstrate fluent,it expressive
reading
is round’.
17. attempts to self correct