To save results or sets tasks for your students you need to be logged in. Studyladder is free to join Join Now, Free
What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!
Literacy
RL.1.1 – Ask and answer questions about key details in a text.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
RL.1.3 – Describe characters, settings, and major events in a story, using key details.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
Literacy
RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Samples: Four Seasons. Ungrateful Pets. I Was Hungry!. What did I See?. My Day In The Park. I Wonder. Let's Take A Walk In My Town.
RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RL.1.6 – Identify who is telling the story at various points in a text.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
Literacy
RL.1.7 – Use illustrations and details in a story to describe its characters, setting, or events.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
RL.1.9 – Compare and contrast the adventures and experiences of characters in stories.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
Literacy
SL.1.2 – Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
SL.1.3 – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
SL.1.1 – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.a – Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
SL.1.1.b – Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
SL.1.1.c – Ask questions to clear up any confusion about the topics and texts under discussion.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
SL.1.6 – Produce complete sentences when appropriate to task and situation.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
L.1.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
L.1.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
L.1.4.b – Use frequently occurring affixes as a clue to the meaning of a word.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
L.1.4.c – Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
L.1.5 – With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.c – Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2.a – Capitalize dates and names of people.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
L.1.2.b – Use end punctuation for sentences.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
RF.1.1 – Demonstrate understanding of the organization and basic features of print.
RF.1.1.a – Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
RF.1.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a – Read grade-level text with purpose and understanding.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RF.1.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RF.1.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literacy
RF.2.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.a – Read grade-level text with purpose and understanding.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RF.2.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
RF.2.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Language for interaction
ACELA1461 – Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELA1462 – Identify language that can be used for appreciating texts and the qualities of people and things
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Text structure and organisation
ACELA1463 – Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELA1464 – Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELA1465 – Recognise that capital letters signal proper nouns and commas are used to separate items in lists
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELA1466 – Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Expressing and developing ideas
ACELA1467 – Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELA1468 – Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete and abstract, and that noun groups can be expanded using articles and adjectives
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELA1469 – Identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
ACELA1470 – Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Literature and context
ACELT1587 – Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Responding to literature
ACELT1589 – Compare opinions about characters, events and settings in and between texts
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
ACELT1590 – Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Examining literature
ACELT1591 – Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Creating literature
ACELT1593 – Create events and characters using different media that develop key events and characters from literary texts
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Going To The Hairdresser.
Interacting with others
ACELY1666 – Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
ACELY1789 – Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Interpreting, analysing, evaluating
ACELY1668 – Identify the audience of imaginative, informative and persuasive texts
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELY1669 – Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
ACELY1670 – Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
They draw on knowledge and skills that include:
Y2.R.4 – Understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics.
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Y2.R.2 – Decoding unfamiliar words by:
Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)
Samples: Split Digraphs Long a sound. Split Digraphs long i sound. Split Digraphs long o sound.
Y2.R.2.b – Recognising common chunks of words and making analogies to words that look similar
Samples: Split Digraph rule. 300 High Frequency Words 101-105 reading. Digraphs 'kn'.
Y2.R.2.c – Using their developing knowledge of morphology (such as knowledge of prefixes and suffixes)
Samples: adding suffixes changes tense of verb. Double final consonant then add suffix ing and ed final copy.
Y2.R.3 – Finding the meanings of unknown words by using strategies such as:
Y2.R.3.a – Rereading text to gather more information
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Y2.R.3.b – Looking for definitions in the text
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Y2.R.3.c – Using prior and subsequent information in the sentences
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Y2.R.3.d – Inferring from the illustrations
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
They draw on knowledge and skills that include:
Y3.R.1 – Automatically reading all high-frequency words
Samples: Split Digraph rule. 300 High Frequency Words 101-105 reading. Digraphs 'kn'.
Y3.R.6 – Looking for information in visual language features (such as text boxes in non-fiction texts)
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Y3.R.7 – Understanding the purpose of basic punctuation.
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
Key characteristics of texts at Turquoise level
2.RS.1 – Texts at Turquoise level have been designed with characteristics that include:
2.RS.1.a – Some settings and contexts that may be outside the students’ prior knowledge but can easily be related to it
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
2.RS.1.b – A mix of explicit and implicit content that provides opportunities for students to make simple inferences
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
2.RS.1.c – Illustrations that support the meaning and may suggest new ideas or viewpoints
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
2.RS.1.d – Mostly familiar words, but some new topic words and descriptive language that are supported by the context (for example, the text may include synonyms, definitions, or explanations) and/or by illustrations
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
2.RS.1.e – Some visual language features such as labelled diagrams, inset photographs, and bold text for topic words that are linked to a glossary
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
2.RS.1.f – A variety of sentence structures, including compound sentences and a few complex sentences, so that students are required to notice and use punctuation as a guide to phrasing and meaning
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
Key characteristics of texts at gold level
3.RS.1 – Texts at Gold level have been designed with characteristics that include:
3.RS.1.a – Some unfamiliar contexts and settings
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.b – Shifts in time and/or place
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Australian Marsupials -Text.
3.RS.1.c – (in narrative texts) many characters and events and more than one storyline
Samples: Let's Take A Walk In My Town. The Wedding -Text. Going To The Hairdresser. A Visit To The Doctor -Text.
3.RS.1.d – A mix of explicit and implicit content within text and illustrations that requires students to make connections between ideas in the text and their prior knowledge in order to make simple inferences
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.g – Visual language features such as subheadings, text boxes, footnotes, glossaries, indexes, and diagrams and maps that are clearly explained and linked to the body text
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.h – Ideas and information organised in paragraphs
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. Australian Marsupials -Text.
3.RS.1.i – A variety of sentence structures, including complex sentences
Samples: Four Seasons. Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. How To Make Pancakes -Text.
3.RS.1.j – Frequent use of dialogue, some of which is not explicitly attributed, and more than one character speaking on a page.
Samples: Let's Take A Walk In My Town. The Wedding -Text. Riding My Bike To School. A Visit To The Doctor -Text.
KS1.Y2.R.C – Reading - comprehension
Pupils should be taught to:
KS1.Y2.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:
KS1.Y2.R.C.1.e: recognising simple recurring literary language in stories and poetry
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
KS1.Y2.R.C.1.f: discussing and clarifying the meanings of words, linking new meanings to known vocabulary
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.
KS1.Y2.R.C.1.g: discussing their favourite words and phrases
Samples: I Love Animals. Time To Wash The Dog -Text. I Have Red Hair -Text. A Visit To The Hairdresser.