Year 4Monitoring map— Literacy

Year 7 Monitoring map — NumeracyQueensland Studies AuthoritySeptember 2018 | 1

In Year 4, students:
Listening and Speaking (LS 4) / T1 / T2 / T3 / T4
Text knowledge / i. / Identify purposes for listening and speaking, select text structures and language features appropriate for the content and context
ii. / Plan, rehearse and deliver spoken presentations specific to learning areas by:
  • selecting and sequencing events, key information and supporting details
  • using cause and effect or compare and contrast
  • using multimodal resources to enhance meaning and engage audiences

Comprehension / iii. / Communicate to:
  • acknowledge the viewpoints of others and suggest alternatives
  • understand more detailed instructions during learning tasks
  • make inferences when expanding and linking ideas across texts
  • distinguish between the language of opinion and the language of factual reporting
  • paraphrase and summarise information
  • identify key information and select appropriate responses
  • identify relationships and test possibilities
  • report, share and extend ideas

iv. / Compose, contribute and respond in different settings by considering how spoken language features, including vocabulary selection and non-verbal cues, affect meaning
v. / Use interaction and communication skills to contribute to group and class conversations and discussions by:
  • taking on the role of leader to guide discussions
  • acknowledging another’s point of view
  • summarising and linking a response to the topic
  • using agreed protocols

Grammar knowledge / vi. / Use words and word groups in sentences, including:
  • personal and possessive pronouns
  • descriptive clauses

Word knowledge / vii. / Use familiar and new learning area vocabulary to:
  • describe significant features
  • replace commonly used words with more specialised words to enhance meaning

In Year 4, students:
Viewing and Reading (VR 4) / T1 / T2 / T3 / T4
Text knowledge / i. / View, read, navigate and select texts for personal and learning purposes
ii. / View and read written, visual and multimodal learning areatexts that:
  • use navigation links, graphics and layout, page and screen layout, simple indexes, tables of contents, different types of diagrams, icons and buttons to aid navigation
  • require knowledge of text structure, including headings, subheadings and paragraphs
  • contain new information
  • expand personal and social contexts

Comprehension / iii. / Use text-processing strategies when viewing and reading, including:
  • self-correcting to repair comprehension breakdowns
  • reviewing patterns that organise ideas, including compare and contrast

iv. / Independently view, read and demonstrate understanding of learning area texts by:
  • summarising the main ideas and supporting details
  • locating and synthesising information
  • inferring meaning to expand and link ideas and information across the text
  • analysing and justifying a point of view using information from the text

Grammar knowledge / v. / Identify and describe words and word groups that:
  • represent ideas and relationships and intensify meaning
  • signal relationships between ideas in sentences, including connectives and conjunctions that compare, cluster ideas and list sequence, time or order

Word knowledge / vi. / Independently read with fluency:
  • words of significance, specialised learning area vocabulary
  • irregular words

vii. / Predict and confirm the meanings of unfamiliar words and decode them using and combining:
  • semantic cues, including meaning of words in the context of the sentence
  • grammatical cues, including repetitive clause structures
  • phonic cues, including syllables, affixes (prefixes and suffixes), familiar words within larger words, and recognisable sequences of letters within longer words

Visual knowledge / viii. / Interpret and compare how visual features:
  • create effects through the framing and placement of elements
  • construct and extract meaning and represent ideas, e.g. maps, graphs, photographs, timelines and illustrations

In Year 4, students:
Writing and Creating (WC 4) / T1 / T2 / T3 / T4
Text knowledge / i. / Identify the purpose, content, context and text structure when writing and creating learning area texts
ii. / Write and create learning area texts, demonstrating increasing control and knowledge of structures
iii. / Plan, draft and publish texts using strategies including:
  • organising key information and supporting details using tables
  • organising to accommodate timeframes
  • editing and amending structure by adding, moving or deleting word groups/phrases

Grammar knowledge / iv. / Write paragraphs to introduce ideas, highlight aspects of the content and organise texts
v. / Build meaning within paragraphs by using:
  • sentences to describe relationships in the content including problem and solution
  • repeated and related words to refer to the content
  • pronouns that refer forward or back to the noun
  • consistent tense

vi. / Use words and word groups including:
  • adverbs or phrases to provide circumstantial details
  • noun groups and phrases to provide detailed descriptions
  • verb groups and phrases to show certainty and probability
  • adverbs and adjectives to intensify meanings

vii. / Write using sentence structures that include:
  • conjunctions
  • quoted and reported speech
  • language to show cause and effect

viii. / Communicate intended meaning using punctuation, including:
  • correct sentence boundaries
  • the possessive apostrophe for common and proper nouns
  • quotation marks to signal dialogue, titles and quoted speech

ix. / Proofread and edit writing for grammatical choices, spelling and punctuation
Word knowledge / x. / Select learning area vocabulary that:
  • defines and describes
  • adds detail

xi. / Confirm spellings, word meanings or word choices using knowledge about:
  • word families
  • irregular words
  • content gained from personal or shared reading
  • authoritative digital dictionaries

Visual knowledge / xii. / Use visual features to enhance and clarify meaning, including framing and placement of elements for effect, e.g. data displays, keys, labels and diagrams

Year 7 Monitoring map — NumeracyQueensland Studies AuthoritySeptember 2018 | 1