Find a skill and its lesson.

Reading comprehension

1. Infers meaning by linking clues across a textBuilds on: Makes simple inferences using clues in the text (Years 1–2)
2. Identifies the main idea and supporting detailsBuilds on: Retells and summarises what was read (Years 1–2)
3. Notices and repairs breakdowns in comprehensionBuilds on: Monitors own reading and self-corrects (Years 1–2)
4. Reads widely for different purposes and connects textsBuilds on: Predicts from text type and author, then checks (Years 1–2)
5. Identifies how structure, features and design achieve a text's purposeBuilds on: Knows that texts are made for different reasons (Kindergarten); Sees how purpose, audience and setting shape a text (Years 1–2)
6. Explains how word choices shape a text's meaningBuilds on: Chooses precise and subject-specific words (Years 1–2)
7. Uses morphemes and new information to build meaning while readingBuilds on: Works out unknown words while reading (Years 1–2)
8. Reads dialogue, quoted speech and reported speechBuilds on: Identifies how structure, features and design achieve a text's purpose
9. Builds topic knowledge and locates information in a textBuilds on: Reads widely for different purposes and connects texts

Reading fluency

1. Reads aloud with expression, tone and punctuationBuilds on: Reads aloud with accuracy, phrasing and expression (Years 1–2)
2. Reads multisyllabic words and whole texts at a suitable rateBuilds on: Decodes two-syllable words (Years 1–2); Reads aloud with accuracy, phrasing and expression (Years 1–2)
3. Sustains reading of extended print and digital textsBuilds on: Reads multisyllabic words and whole texts at a suitable rate
4. Reflects on and sets goals for own reading fluencyBuilds on: Reads aloud with expression, tone and punctuation; Sustains reading of extended print and digital texts

Understanding and responding to literature

1. Describes how characters are built and why they matterBuilds on: Compares characters and how they are built (Years 1–2)
2. Describes how plot, character and setting work togetherBuilds on: Follows narrative patterns and the feelings they create (Years 1–2)
3. Groups texts by genre and notices genre blendsBuilds on: Identifies how structure, features and design achieve a text's purpose
4. Recognises imagery, symbol and figurative language in literatureBuilds on: Names figurative language and wordplay
5. Connects narratives to lived experience and cultural narrativesBuilds on: Describes how plot, character and setting work together; Notices how groups, cultures and worlds are represented (Years 1–2)
6. Tells themes apart from topicsBuilds on: Identifies the main idea and supporting details; Describes how plot, character and setting work together
7. Sees how perspective and context shape literatureBuilds on: Sees how purpose, audience and setting shape a text (Years 1–2); Tells themes apart from topics
8. Recognises argument, authorship and authorityBuilds on: Recognises opinions and arguments in texts (Years 1–2); Sees how perspective and context shape literature

Vocabulary

1. Names figurative language and wordplayBuilds on: Spots figurative language, symbols and images (Years 1–2)
2. Builds vocabulary using morphemes and word associationsBuilds on: Builds word families and reads words with more than one meaning (Years 1–2)
3. Reads words that carry more than their dictionary meaningBuilds on: Builds word families and reads words with more than one meaning (Years 1–2)
4. Traces where words come fromBuilds on: Builds vocabulary using morphemes and word associations
5. Uses synonyms, antonyms and a thesaurusBuilds on: Builds vocabulary using morphemes and word associations

Handwriting and digital transcription

1. Joins letters legibly and consistently to build handwriting fluencyBuilds on: Forms all letters from memory with consistent size, slope and spacing (Years 1–2)
2. Types accurately and uses software functions to draft, revise and illustrate textsBuilds on: Types texts using word-processing functions and punctuation keys (Years 1–2)

Paragraph craft and cohesion

1. Holds tense, referencing, agreement, articles and connectives steady across a textBuilds on: Keeps conjunctions, referencing, agreement and tense consistent across a text (Years 1–2)
2. Proofreads, revises and edits written texts against criteria and feedbackBuilds on: Re-reads and edits own texts after receiving feedback (Years 1–2)
3. Creates imagery and humour with simile, personification, idiom and punBuilds on: Makes intentional and creative word choices to affect the reader (Years 1–2)
4. Selects multimodal features and digital tools that add meaningBuilds on: Uses visual elements and different modes to present own texts (Years 1–2)
5. Plans a text by researching, summarising and drawing on experienceBuilds on: Identifies context, audience and purpose and plans before writing (Years 1–2)

Sentence-level grammar and punctuation

1. Writes complex sentences with subordinating conjunctions and varies sentence lengthBuilds on: Experiments with complex sentences that carry a main message and a dependent clause (Years 1–2); Writes compound sentences using coordinating conjunctions (Years 1–2)
2. Uses capitals, commas, bullet points and apostrophes accuratelyBuilds on: Uses commas, question and exclamation marks, and quotation marks for dialogue (Years 1–2); Spells taught contractions and uses possessive apostrophes (Years 1–2)
3. Selects precise verbs and verb groups and writes cause-and-effect statementsBuilds on: Builds precise noun groups and adds detail with verbs and adverbs (Years 1–2)
4. Chooses topic-specific vocabulary, adjectives and synonyms for precisionBuilds on: Makes intentional and creative word choices to affect the reader (Years 1–2)
5. Adds information with adjectival clauses and adverbial phrasesBuilds on: Builds precise noun groups and adds detail with verbs and adverbs (Years 1–2); Writes complex sentences with subordinating conjunctions and varies sentence length
6. Uses declarative, imperative, exclamatory and interrogative sentences for purposeBuilds on: Writes complex sentences with subordinating conjunctions and varies sentence length
7. Uses word order, repetition and personal pronouns for rhetorical effectBuilds on: Writes a persuasive text with a stated position, sequenced arguments and a conclusion
8. Uses quoted and reported speech in own writingBuilds on: Writes and punctuates dialogue inside a narrative

Spelling

1. Adds inflected and derivational suffixes and prefixes to base wordsBuilds on: Adds plural, tense, comparative and derivational suffixes using spelling conventions (Years 1–2); Uses common prefixes and spells compound words and homophones (Years 1–2)
2. Applies position and etymology rules for graphemes and proofreads spellingBuilds on: Spells base words using taught vowel and consonant letter patterns (Years 1–2)
3. Segments multisyllabic words and uses stress and the schwa when spellingBuilds on: Segments single-syllable and multisyllabic words into phonemes to spell them (Years 1–2)
4. Spells irregular plurals and taught homophones correctly in own writingBuilds on: Adds inflected and derivational suffixes and prefixes to base words

Writing for imaginative, informative and persuasive purposes

1. Writes an information report with headings, topic sentences and a conclusionBuilds on: Groups sentences into a paragraph that starts with a topic sentence (Years 1–2)
2. Writes a narrative with an orientation, complication and resolutionBuilds on: Writes texts that describe, explain, give an opinion, recount or tell a story (Years 1–2); Groups sentences into a paragraph that starts with a topic sentence (Years 1–2)
3. Writes a persuasive text with a stated position, sequenced arguments and a conclusionBuilds on: Groups sentences into a paragraph that starts with a topic sentence (Years 1–2); Writes texts that describe, explain, give an opinion, recount or tell a story (Years 1–2)
4. Writes poems in stanzas, using punctuation innovatively for effectBuilds on: Makes intentional and creative word choices to affect the reader (Years 1–2)
5. Writes and punctuates dialogue inside a narrativeBuilds on: Uses commas, question and exclamation marks, and quotation marks for dialogue (Years 1–2); Writes a narrative with an orientation, complication and resolution
6. Uses modality to strengthen or soften an argumentBuilds on: Writes a persuasive text with a stated position, sequenced arguments and a conclusion
7. Chooses first, second or third person narrative voice for effectBuilds on: Writes a narrative with an orientation, complication and resolution
8. Writes procedures and explanations in ordered stepsBuilds on: Writes an information report with headings, topic sentences and a conclusion
9. Writes factual and historical accounts with an introduction, events and conclusionBuilds on: Writes an information report with headings, topic sentences and a conclusion

Interacting

1. Contributes ideas and builds on others' ideas in class discussionBuilds on: Initiates, listens and responds in partner and group conversations (Years 1–2)
2. Adjusts language for different social and learning contextsBuilds on: Initiates, listens and responds in partner and group conversations (Years 1–2)
3. Identifies cultural practices and protocols Aboriginal and Torres Strait Islander Peoples use to interactBuilds on: Contributes ideas and builds on others' ideas in class discussion
4. Poses and responds to open-ended questions about literatureBuilds on: Contributes ideas and builds on others' ideas in class discussion; Listens to texts for enjoyment and recognises how own experience shapes an opinion (Years 1–2)
5. Follows agreed protocols and assigned roles for classroom interactions, in person and onlineBuilds on: Contributes ideas and builds on others' ideas in class discussion

Listening for understanding

1. Listens actively, makes notes, paraphrases and asks follow-up questionsBuilds on: Notices when a message is unclear and asks questions to clarify and extend (Years 1–2); Follows extended instructions containing connectives and conjunctions (Years 1–2)
2. Identifies connective vocabulary that holds a spoken text togetherBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions; Uses simple, compound and complex sentences and sequences ideas when speaking (Years 1–2)
3. Identifies how tone, pace, pitch, volume, gesture and posture change meaningBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions; Recognises how faces, hands and body add meaning to what is said (Kindergarten)
4. Understands that rhetorical questions are used for intentional effectBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions
5. Identifies the evidence a speaker gives for a point of viewBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions
6. Identifies language features in spoken texts such as idioms, puns and colloquialismsBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions

Presenting

1. Plans and delivers a spoken presentation suited to purpose and audienceBuilds on: Delivers a planned talk to an audience for a specific context and purpose (Years 1–2); Adapts a narrative for a particular audience (Years 1–2)
2. Includes multimodal features in a planned presentationBuilds on: Plans and delivers a spoken presentation suited to purpose and audience
3. Uses prepositional, adverbial and adjectival phrases to extend a planned presentationBuilds on: Plans and delivers a spoken presentation suited to purpose and audience; Elaborates with adjectives and adverbs, and links or compares ideas (Years 1–2)
4. States a reasoned argument in a presentation about learning-area contentBuilds on: Plans and delivers a spoken presentation suited to purpose and audience; Gives reasons, opinions and simple persuasion when speaking (Kindergarten)
5. Reflects on and monitors own presentations against given criteriaBuilds on: Plans and delivers a spoken presentation suited to purpose and audience
6. Adjusts volume, pace and intonation when presenting and recitingBuilds on: Plans and delivers a spoken presentation suited to purpose and audience; Identifies how tone, pace, pitch, volume, gesture and posture change meaning