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Literacy
RI.4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RI.4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RI.4.4 – Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RI.4.5 – Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RI.4.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Samples: Marco Polo. How Does A Caterpillar Become A Butterfly? - Explanation. How Do Bees Make Honey? Explanation.
Literacy
RI.4.7 – Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RI.4.8 – Explain how an author uses reasons and evidence to support particular points in a text.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RI.4.9 – Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RI.4.10 – By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.a – Read grade-level text with purpose and understanding.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RF.4.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RF.4.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
W.4.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.b – Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a – Choose words and phrases to convey ideas precisely.*
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
L.4.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RI.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
RI.5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
RI.5.3 – Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
Literacy
RI.5.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
Literacy
RI.5.7 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
RI.5.8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
RI.5.9 – Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
Literacy
RI.5.10 – By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
Literacy
SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Literacy
L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
RF.5.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Literacy
RF.5.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.5.4.a – Read grade-level text with purpose and understanding.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
RF.5.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
RF.5.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Text structure and organisation
ACELA1504 – Understand how texts vary in purpose, structure and topic as well as the degree of formality
Samples: Plastic Bags Should Be Banned -Exposition. When I’m at School (poem).
ACELA1505 – Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
Samples: The Grand Bazaar -Information Text. Netball. Soccer -Information Report. The Ancient Olympic Games. Mt Kilimanjaro.
ACELA1797 – Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation
Samples: The Grand Bazaar -Information Text. My Visit To The Grand Bazaar. Netball. Soccer -Information Report.
Expressing and developing ideas
ACELA1507 – Understand the difference between main and subordinate clauses and how these can be combined to create complex sentences through subordinating conjunctions to develop and expand ideas
Samples: The Grand Bazaar -Information Text. My Visit To The Grand Bazaar. Netball. Soccer -Information Report.
ACELA1508 – Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea
Samples: When I’m at School (poem). The Grand Bazaar -Information Text. My Visit To The Grand Bazaar. Netball.
Interacting with others
ACELY1699 – Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
ACELY1796 – Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Interpreting, analysing, evaluating
ACELY1702 – Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
They draw on knowledge and skills that include:
Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Y5&6.R.4 – Recognising basic grammatical constructions and understanding how these affect meaning
Samples: The Grand Bazaar -Information Text. My Visit To The Grand Bazaar. Netball. Soccer -Information Report.
Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball.
Key characteristics of texts that students read at this level
5.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:
5.RS.1.a – Abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding
Samples: Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.b – Some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.c – Some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.d – Mixed text types (for example, a complex explanation may be included as part of a report)
Samples: How To Make Egg In The Hole -Procedure. French Toast. Historical Timeline - James Cook. Spaghetti Recipe.
5.RS.1.e – Sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.f – A significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Key characteristics of students' writing at this level
5.WS.1 – These texts will include, when appropriate:
5.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Key characteristics of texts that students read at this level
6.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:
6.RS.1.d – Mixed text types (for example, a complex explanation may be included as part of a report)
Samples: Outback Discovery. Preparing For Bushwalking. Bayeux Tapestry -Information Report. Danish Royal Family.
6.RS.1.e – Sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
6.RS.1.h – Illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
You can go to an overview of all the curricula here.
