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Kindergarten Aspect: Grammar, Punctuation and VocabularyMetric: Continuum Markers and Syllabus Content
Term 1 Term 2 Term 3 Term 4Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10
Zone of High Performance 5+markers
10+markers
14+ markers
19+markers
23+ markers
27+ markers
31+ markers
Year One markers
Zone of Expected Achievement
3 - 4 markers
6 - 9 markers
10 - 13 markers
15 – 18markers
19 – 22markers
23 -26markers
27 – 30markers
29 – 32markers
Educationally at RiskTier 1 Intervention 1-2
markers3 - 5
markers6-9
markers11 - 14
markers15 - 18
markers19 - 22
markers23 - 26
markers25 – 28markers
Tier 2 Intervention 0 markers 0-2 markers
0- 5markers
6-10markers
8-14markers
10-18markers
12-22markers
14-24markers
Tier 3 Intervention 0-5 markers
0- 7 markers
0-9 markers
0-11 markers
0-13markers
Kindergarten Markers- Grammar, Punctuation and Vocabulary Term 1 Term 2 Term 3 Term 4W5 W10 W5 W10 W5 W10 W5 W10
1 Uses capital letter to write own name (1).
2 Identifies a word. [Best Start] (2).
3 Knows and uses a range of everyday words eg colours, familiar objects (1)
4 Begins to build personal vocabulary.
5 Identifies one or more capital letters when prompted. [Best Start] (2)
6 Names a full stop. [Best Start] (2)
7 Names a full stop and knows its purpose. [Best Start] (3)
8 Recognise that texts are made up of words and groups of words.
9 Identifies a capital letter. (3)
10 Uses a full stop.
11 Demonstrates an awareness of nouns.12 Asks questions to find out the meanings of unfamiliar words (2).13 Identifies a number of capital letters. [Best Start] (4)
14 Uses capital letters for names. (4)
15 Identifies a sentence. (4) Recognise that sentences are key units for expressing ideas, start with a capital letter and end with a full stop (simple sentence).
16 Identifies quotation marks and knows their purpose.17 Demonstrates an awareness of verbs.18 Begins to expand the vocabulary used to describe everyday events and
experiences (3).19 Identifies question marks and their functions in texts.
20 Identifies exclamation marks and their functions in texts. (for emphasis)
21 Demonstrates an awareness of pronouns.
22 Recognise simple pronoun referencing. (connecting the original noun to the pronoun)
23 Identifies a contraction and knows its purpose.
24 Identifies commands and their functions in texts. (tells us to do something)
25 Identifies statements and their functions in texts. (provides information)
26 Demonstrates an awareness of adjectives.27 Knows that some words have multiple meanings.28 Demonstrates an awareness of adverbs.29 Experiments with adverbial phrases in structured and guided activities.
(where, when, how)30 Demonstrates an awareness of conjunctions and compound sentences.31 Use a range of basic computer and internet terminology eg keyboard, mouse,
icon.32 Identify an apostrophe that indicates missing letters (eg can’t, I’m).
Year 1 Aspect: Grammar, Punctuation and VocabularyMetric: Continuum Markers and Syllabus Content
Term 1 Term 2 Term 3 Term 4Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10
Zone of High Performance
4+markers
9+markers
13+ markers
17+markers
20+ markers
23+ markers
27+ markers
Year Two markers
Zone of Expected Achievement
3markers
5 - 8markers
9 - 12 markers
13 - 16markers
16 - 19markers
19 - 22markers
23 - 26markers
26 - 28markers
Educationally at RiskTier 1 Intervention 1-2
markers3 - 4
markers6-8
markers10 -12
markers12 - 15
markers15 - 18
markers19 - 22
markers23 – 25markers
Tier 2 Intervention 0 markers 1 - 2 markers
3- 5markers
6-9markers
8-11markers
10-14markers
12-18markers
14-22markers
Tier 3 Intervention Carry over from
Kindergarten
0 markers 0 - 2 markers
0-5 markers
0- 7 markers
0-9 markers
0-11 markers
0-13markers
Year One Markers- Grammar, Punctuation and Vocabulary Term 1 Term 2 Term 3 Term 4W5 W10 W5 W10 W5 W10 W5 W10
1 Identify and name common nouns.
2 Identify and name proper nouns.
3 Recognise capital letters signal proper nouns.4 Identify and name action verbs (eg ‘They danced all night.’)5 Identify and name thinking verbs (eg ‘She forgot his name.’)6 Identify and name feeling verbs (eg ‘Sarah likes baked beans.’)7 Use subject-verb agreement when responding to texts orally.8 Accurately uses a range of basic computer and internet terminology. (5)9 Identify and use describing adjectives (eg yellow, beautiful).
10 Identify and use numbering adjectives (eg two, many, lots of)
11 Identify and recognise the function of full stops.
12 Identify and use an apostrophe that indicates missing letters (eg can’t, I’m).
13 Identify and recognise the function of question marks.
14 Identify and recognise the function of exclamation marks.
15 Identify and name adverbs (eg ‘She walks very slowly.’)
16 Demonstrates awareness that some words have multiple meanings. (5)
17 Understands the difference between a simple and a compound sentence.
18 Recognises time (temporal) connectives (eg first, next, then, This morning).
19 Understand that paragraphs are used to organise ideas.
20 Identify and use personal pronouns (eg she, it, they, you, we).
21 Identify and use possessive pronouns (eg his, theirs, yours, mine).
22 Use noun-pronoun agreement when responding to texts orally.
23 Recognise commas separate items in lists.
24 Identify and use prepositions (eg under, over, through).
25 Experiment with the use of quoted (direct) speech.26 Demonstrates an awareness of figurative language.27 Identify and use an apostrophe that indicates possession (eg Karen’s dog).
28 Shows beginning understanding of the effects of different words and phrases (eg to create humour, to persuade, to inform). (6)
Year 2 Aspect: Grammar, Punctuation and VocabularyMetric: Continuum Markers and Syllabus Content
Term 1 Term 2 Term 3 Term 4Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10
Zone of High Performance
5+markers
9+markers
13+ markers
17+markers
20+ markers
23+ markers
26+ markers
Year Three markers
Zone of Expected Achievement
4markers
5 - 8markers
9 - 12markers
13 - 16markers
16 - 19markers
19 - 22markers
22 - 25markers
25 - 28markers
Educationally at Risk
Tier 1 Intervention 1-2 markers
3 - 4 markers
6-8markers
10 -12 markers
12 - 15 markers
15 - 18 markers
18 - 21markers
21 – 24markers
Tier 2 Intervention 0 markers 1 - 2 markers
3- 5markers
6-9markers
8-11markers
10-14markers
12-17markers
14-20markers
Tier 3 Intervention Carry over from Year 1
0 markers 0 - 2 markers
0-5 markers
0- 7 markers
0-9 markers
0-11 markers
0-13markers
Year Two Markers- Grammar, Punctuation and Vocabulary Term 1 Term 2 Term 3 Term 4W5 W10 W5 W10 W5 W10 W5 W10
1 Understands and uses synonyms and antonyms. (7)
2 Understand that commas have a variety of uses. eg clauses, phrases, in a series
3 Identify and name collective and abstract nouns.
4 Understands subject-verb agreement eg. plural nouns – Jim swims. Jim & Joe swim.
5 Understand that there are different kinds of verbs eg. action, thinking, feeling, possessing & relating.
6 Uses a simple dictionary to check word meanings. (7)7 Identifies quotation marks for direct speech.
8 Experiment with the use of reported (indirect) speech.
9 Understand how pronouns are substitutes for nouns in sentences.
10 Identify and use time connectives to link ideas.
11 Understands the meaning of commonly used words in increasingly challenging texts. (7)
12 Recognise and discuss word play eg alliteration and onomatopoeia (7)13 Identify and name an article. eg a, an, the14 Identify and use appropriate prepositions in sentences15 Use adjectives to build descriptive noun groups.16 Use adjectival phrases to build descriptive noun groups. eg The cat with black
spots…
17 Use adverbial phrase or clause to give more information. eg in the morning, at the beach, which, where, when, how and why.
18 Uses knowledge developed about word families and word origins to understand the meaning of unfamiliar words (eg rhyming words, base words). (7)
19 Uses words and phrases for effect to create images, to add emphasis, to create atmosphere. ie figurative language (8)
20 Draws on topic knowledge to assist in working out the meaning of unknown words. (8)
21 Identify and use conjunctions to join independent clauses in compound sentences.
22 Recognises technical/everyday language. (8)23 Understand and use apostrophes for possession and contractions.24 Understand the role of main (independent) & subordinate (dependent) clauses
in complex sentences.
25 Use modal verbs (eg. must, could) to express ideas such as possibility, intention, obligation and necessity.
26 Use commas to demarcate the subordinate clause eg. Martin & Jess, who finished early, went home.
27 Use rhetorical questions for effect.28 Understands relevant vocabulary associated with electronic texts. (8)