School

1. ENGLISH STANDARDS
PRE-PRIMARY
NAME:__________________________________________ ROOM _______________________
LISTENING/SPEAKING READING/VIEWING WRITING
LANGUAGE
 Understand that English is
a language spoken in
Australia and that people
may speak other
languages.
 Listen to and verbalise the
sounds in words
 Orally identify rhyme
Identify and demonstrate
syllables in spoken words.
 Manipulate sounds in
spoken words.
 Identify and discuss the
onset and rime in words.
 Use an appropriate tone of
voice for different
situations
 Able to communicate their
feelings appropriately
through speech and
gesture.
 Utilise speaking and
listening experiences to
build upon their
vocabulary.
 Recognise and discuss
new vocabulary found in
texts.
 Recognise 100 Sitton
words.
 Beginning to use
sound/symbol knowledge
to identify rhyming words
and predict words in a
text.
 Identifies some sight
vocabulary eg. name,
sibling names and
common nouns.
 Read environmental print.
 Identify upper and lower
case letters
 Blend and segment
sounds orally.
 Identify question marks,
exclamation marks, bold
print, full stops, speech
marks and commas.
 Explain capital letters for
names and the beginning
of a sentence.
 Explain that full stops
signal the end of a
sentence.
 View informative texts to
gain new content about
familiar topics of interest.
 Comprehend a simple or
compound sentence
related to an illustration.
 Sequence events and
everyday happenings
 Actively participate in
shared reading, using a
range of literary texts.
 Spell 50 Sitton words.
 Use some high frequency
sight words when writing.
 Dictate a message for
others to write.
 Attempt phonetic spelling
of unknown words.
 Read back own writing.
 Writes the majority of
lower case and upper
case letters/sounds using
correct letter formations.
 Write their first and last
name correctly.
 Writes some CVC words
with accuracy Contribute
in shared editing of
students’ own text.
 Employ onset and rime to
spell words
 Demonstrate appropriate
directionality, return
sweep and spaces
between words.
 Regularly uses capital
letters for names and the
beginning of sentences.
 Regularly uses full stops
at the end of a sentence.
 Accurately copy words
they need for their writing.
 Ask for help to “spell” a
word they need for writing.

2. LITERATURE
 Identify that texts are
created by authors and
illustrators.
 Make verbal comparisons
between experiences
depicted in stories and
their own experiences.
 Discuss people,
characters, events and
ideas in texts.
 Listen, respond to and
join in with rhymes,
poems, chants and songs
 Identify the beginning and
ending of traditional texts
 Read and view a variety of
texts for Explain that texts
are created by authors.
 Identify connections from
texts with personal
experiences.
 Identifies title, author,
word, letter, space and
page.
 Explain key ideas of
imaginative and
informative texts.
 Discuss characters and
main events in imaginative
texts.
 Clarify purposes of
environmental print eg.
STOP, McDonalds, etc.
 Articulate the purpose of
writing.
 Link spoken sounds and
words and attempt to write
them down using letters of
the alphabet.
 Discern that texts are
made up of words and
groups of words that make
meaning.
 Discuss concepts of print
and screen, including how
books, film and simple
digital texts work, and
know some features of
print, for example
directionality.
 Writes sentences to
express ideas.
LITERACY
 Listen to, remembers and
follows simple instructions.
 Discuss and sequences
events/ideas in texts.
 Retell simple and
correctly-sequenced
narrative texts.
 Recount stories using a
variety of structures.
 Incorporate imaginative
language during informal
situations e.g. play-based
experiences.
 Actively participates in
class, group and pair
discussions
 Ask and answers
questions to clarify
understanding.
 Provide appropriate
answers using more than
one or two words.
 Listen and responds to
oral and multimodal texts
 Model appropriate
listening behaviours
 Make inferences
about a character's
feelings
 Explain one or two key
facts from an informative
text.
 Differentiate and explain
what is ‘real’ and what is
imagined in texts.
 Explain the difference
between text and pictures.
 Read short predictable
text with familiar
vocabulary, fluently and
accurately.
 Differentiate between
fiction and non-fiction
texts.
 Discuss aspects of stories,
rhymes and songs.
 Orally retell stories in
correct sequence.
 Orally answer literal
questions from a text
 Read and view written and
multimodal texts, which
are informative and/or
imaginative.
 Attempt to predict words
using context and picture
cues.
 Use texts as a source of
information.
 Use questioning strategies
to help understand texts.
 Predict what a text may be
about from title and
illustrations.
 Explain connections
between writing and
pictures.
 Write about self
 Write one or more simple
sentences to retell events
and experiences.
 Construct an informative,
imaginative, persuasive
text through pictorial
representations, short
statements, performances,
recounts and poetry.
 Create texts using
software including word
processing programs.
 Explain that words and
images add meaning in
stories and informative
texts.