This booklet contains a checklist of all expected markers along the Literacy Continuum from
Kindergarten to Year 6. It covers the 8 aspects of Literacy.
Phonemic Awareness
Phonics
Concepts about Print
Reading texts
Comprehension
Vocab Knowledge
Aspects of writing
Aspects of Speaking
The continuum has been broken into a series of clusters and the clusters have been further
broken down into markers. The Department of Education has set expected benchmarks for
students to achieve, however, as teachers we simply look for continual improvement as all
students are working at different points along the continuum.
Cluster 4 by the end of Kindergarten
Cluster 6 by the end of Year 1
Cluster 8 by the end of Year 2
Cluster 9 by the end of Year 3
Cluster 10 by the end of Year 4
Cluster 11 by the end of Year 5
Cluster 12 by the end of Year 6
Hamilton Public School 2013
Phonemic Awareness Aspect – Cluster 1
M1
I can repeat familiar rhymes, chants and jingles.
M2
I can notice that some words rhyme in chants and jingles.
M3
I am starting to notice that some words start with the
same sound.
Phonemic Awareness Aspect – Cluster 2
M1
M2
M3
M4
I can sometimes hear when words start with the same
sound.
I can say the word when the teacher has broken it into
two parts (onset and rime e.g. T: mmmm/at C:mat)
I can clap the syllables of words.
M1
I can hear rhyming words.
M2
I can hear when words start with the same sound.
M3
I can say a word starting with a given sound.
M4
I can blend 2 and 3 sounds to make a word.
M5
I can break words into 2 parts (onset and rime).
T
I can say all the sounds in small words (one-syllable words
with up to 3 sounds).
Phonemic Awareness Aspect – Cluster 4
M1
I can take a sound out of a word and say the new word.
M2
I can add a sound to a word and say the new word.
Phonemic Awareness Aspect – Cluster 5
M1
T
I can sometimes hear rhyming words.
Phonemic Awareness Aspect – Cluster 3
M6
T
I can swap a sound in a word and say the new word.
Hamilton Public School 2013
T
T
Phonemic Awareness Aspect – Cluster 6
M1
I can make new words by taking away, adding and
swapping sounds.
Hamilton Public School 2013
T
Phonics Aspect – Cluster 1
M1
I can identify one letter that is the same in two words.
M2
I can identify some letter names.
Phonics Aspect – Cluster 2
M1
words.
I can identify some letters in different places.
M3
I can name letters in words.
I can say one of the sounds for letters in a word.
I can write letters for some sounds.
Phonics Aspect – Cluster 3
M1
M2
T
I can identify two or more letters that are the same in
M2
M4
T
T
I can identify all letters that are the same in more than
one way.
I can name most letters in a word.
I can say some of the sounds for letters in a word.
M3
I can blend up to three sounds in a word when reading.
I can write letters to match the single letter sounds.
Phonics Aspect – Cluster 4
M1
I can name all the letters in a word.
I can say most sounds in a word.
I can spell unknown words by sounding out most letters in
M2
order.
I can recognise the names and sounds of the alphabet.
I can say the names and sounds of the alphabet.
I can write names and sounds of the alphabet.
Hamilton Public School 2013
T
Phonics Aspect – Cluster 5
M1
I can blend initial consonants with vowel patterns or word
families.
M2
I can try to read more complex words by sounding out.
M3
I can blend known sounds to help read unknown words.
Phonics Aspect – Cluster 6
M1
M2
M2
unfamiliar words.
I can use familiar words and letter families to decode
words when reading.
M2
T
I can recognise suffixes in words can have different
sounds. eg: wanted, talked.
I can identify the different ways that sounds have
different spelling. eg: meet, meat.
Phonics Aspect – Cluster 8
M1
T
I can break up sounds in consonant families to spell
Phonics Aspect – Cluster 7
M1
T
I can use syllables to help read.
I can use syllables to help spell words.
I can blend and break up words to help read.
I can blend and break up words to help spell words
Hamilton Public School 2013
T
Concepts about print Aspect – Cluster 1
M1
I understand that the words in a text can be spoken.
M2
I can point to writing on a poster.
M3
I can tell someone the meaning of some common symbols
(e.g. STOP sign, McDonalds)
T
I can hold a book correctly.
M4
I can turn the pages right to left.
I can look at the pictures in books.
M5
I can see the difference between words and pictures (in
books and on the computer).
M6
I can try to read from left to right.
M7
I can sometimes point to the first word in a sentence or
story.
Concepts about print Aspect – Cluster 2
M1
I can point to a capital letter with some help.
M2
I can name a full stop.
M3
I can point to a word.
M4
I can point to a letter.
M5
I can point from left to right.
M6
I can point to the first word to read.
M7
M8
M9
I can point to the beginning of the next line of text
(return sweep).
I can point to a letter on a keyboard.
I can understand the difference between letters and
numerals.
M10 I understand that the words in text tell the story.
M11 I can try to read a book from front to back.
Hamilton Public School 2013
T
Concepts about Print Aspect – Cluster 3
M1
I can name a full stop and I know what it’s for.
M2
I can point to a capital letter.
M3
I can point to the first letter in a word.
M4
I can point to the last letter in a word.
M5
I can read the left page before the right page.
M6
M7
I understand that the words and spaces help the story
make sense.
I can sometimes use the mouse and keys to help me look
at things on the computer screen (e.g. scrolling).
Concepts about Print Aspect – Cluster 4
M1
I can point to some capital letters.
M2
I can use capital letters for names.
M3
I can show someone what a sentence is.
M4
M5
T
I understand that words are read the same way each
time.
I can use the mouse and keys to help me look at things on
the computer screen (e.g. buttons, menus)
Concepts about Print Aspect – Cluster 5
M1
T
I understand that punctuation and capital letters help the
story make sense.
Hamilton Public School 2013
T
Reading Aspect – Cluster 1
M1
I can recognise my name
M2
I can join in shared reading with repeated parts
M3
I can look at books and other print material
M4
I can tell a story using pictures
M5
I can try to read words in the environment
Reading Aspect – Cluster 2
M1
I can read one or two words in the environment
M2
I can read some words in a sentence correctly
M3
I can hold a book the right way up
M4
I can tell the difference between words and pictures
M5
I can point to each word as I read it
M6
I can read some common words in simple books eg my, I
M7
I can read with fluency and rhythm some of the time
Reading Aspect – Cluster 3
M1
M2
I can read one or more sentences correctly in the
environment
I can read one or more sentences correctly in simple
books
M3
I can use the context to predict meaning in books
M4
I can read words by sounding out
M5
I can read more simple books
M6
I can read with fluency and rhythm more often
Hamilton Public School 2013
T
T
T
Reading Aspect – Cluster 4
M1
I can read most/all of a more difficult book
M2
I can read with fluency and rhythm
M3
M4
I can stop reading when I make a mistake and it doesn’t
make sense
I can read aloud with fluency and intonation
Reading Aspect – Cluster 5
M1
T
T
I can read books with different kinds of sentences
I can read books with several lines of text per page
M2
I can recognise and work out unknown words quickly when
reading
M3
I can stop reading when I make a mistake and try to fix it
M4
I can read fluently
I can read accurately
M5
I can read using punctuation eg take a breath at a full
stop, take a quick rest at a comma
Reading Aspect – Cluster 6
I can understand that different types of text means that
M1
I might need to read it a different way eg books left to
right, factual texts might have a diagram
M2
I can fix my mistakes when reading
I can read aloud with fluency and phrasing
M3
I can make changes when reading aloud to enhance
meaning and expression eg speed, volume, pitch and
pronunciation
Hamilton Public School 2013
T
Reading Aspect – Cluster 7
M1
T
I can understand how illustrations help the meaning of
the text
I can understand how diagrams, tables, maps and graphs
help the meaning of the text
I can automatically use a variety of strategies to help me
M2
read fluently and with phrasing eg meaning, grammar and
letter/sound match ups.
M3
M4
I can read different texts in different ways eg books
left to right, factual texts with a diagram
I can change my expression when reading aloud
Reading Aspect – Cluster 8
I can read more difficult texts
M1
I can read more difficult texts with less familiar content
and vocabulary
I can read more difficult texts with longer descriptions
I can engage with longer literary and factual texts
I can engage with more difficult literary and factual
M2
texts
I can engage with literary and factual texts for longer
periods of time (at least 10 mins)
Hamilton Public School 2013
T
Reading Aspect – Cluster 9
T
I can read for longer periods of time (15-20 mins)
M1
I can sustain meaning when reading is interrupted eg
reading short novels over several days
M2
I can use visuals to help meaning when reading factual
texts eg photographs, tables, charts
I can understand how to skim or scan text for specific
M3
information
I can understand how to use features such as
subheadings to locate specific information
I can use features such as tabs, drop down menus,
M4
subheadings and scrolling to read and view internet and
on-screen texts
Reading Aspect – Cluster 10
I can read short novels with minimal illustrations
I can read short novels with unfamiliar content, settings
M1
and characters
I can read short novels with difficult and unusual
vocabulary
I can use different strategies to read unfamiliar words
M2
eg homonym (words pronounced the same but have
different meanings ate and eight); syllabification
(breaking words into small known chunks)
I can use topic knowledge to read unfamiliar words
M3
I can use vocabulary knowledge to read unfamiliar words
I can use context to read unfamiliar words
Hamilton Public School 2013
T
Reading Aspect – Cluster 11
M1
M2
M3
I can read for sustained periods of time (20-30 mins)
I can engage with a variety of texts eg. newspapers, TV
documentaries, websites
I can use a variety of texts to gain information on one
topic eg multiple texts, websites, electronic texts
Reading Aspect – Cluster 12
M1
M2
M3
T
I can read increasingly longer novels and texts
I can read, view and use a variety of literary and factual,
print and electronic texts
I can read more demanding subject texts with increasing
levels of technicality
Hamilton Public School 2013
T
Comprehension Aspect – Cluster 1
M1
I can make connections between stories and my own life.
M2
I can retell parts of familiar stories.
Comprehension Aspect – Cluster 2
M1
I can retell a story from beginning to end with some help.
M2
I can remember some of the pictures in a story book.
M3
I can think about what might happen next in a story.
M4
I can tell you what I think about a story.
M5
I can talk about information in factual texts.
Comprehension Aspect – Cluster 3
M1
M2
M3
M4
M2
M3
M4
M5
T
T
I can begin to understand that some meaning is ‘hidden’ in
the text (inferred meaning).
I can retell a story in the correct order (beginning,
middle and end) by myself.
I can remember lots of details from the pictures in a
story book.
I can use the pictures in factual texts to help me
understand.
Comprehension Aspect – Cluster 4
M1
T
I can answer a question by thinking about the ‘hidden’
meaning in the story (inferred meaning).
I can talk about the main ideas in story books and factual
texts.
I can understand texts by making connections between
the pictures and the words.
I can talk about the things a character does in a story.
I can find important facts in books and on the screen to
help me understand a topic.
Hamilton Public School 2013
T
Comprehension Aspect – Cluster 5
M1
M2
M3
I can answer questions about a character by expressing
my opinion.
I can find and discuss the ‘hidden’ meaning in texts
(inferred meaning).
I can find information in factual texts by using the
contents page or screen icons.
Comprehension Aspect – Cluster 6
M1
M2
T
T
I can retell a story or film by talking about the setting,
characters, complication and resolution.
I understand that media texts can be looked at from
different points of view.
I understand that I can find information about one topic
M3
from a variety of places (e.g. books, websites, posters,
graphs etc.)
M4
I can think about why a character behaves the way they
do in a story.
Comprehension Aspect – Cluster 7
M1
M2
M3
M4
I can talk about texts by thinking about my own
experiences.
I can discuss the point of view of a text.
I can discuss how visual images work with words to help
texts make sense.
I can skim/scan texts to see if my predictions were right.
I can skim/scan texts to answer questions.
Hamilton Public School 2013
T
Comprehension Aspect – Cluster 8
M1
M2
M3
M4
M5
M6
M7
I can think about prior knowledge and experience to make
sense of text.
I can justify my predictions about section of text
I can understand a text by using organisation features
such as headings and subheadings
I can draw conclusions by using clues in the text
I can identify more than one perspective or point of view
when in a text
I can explain the main idea in text
I can retell using key events
I can visualise in my head the ideas in a text
Comprehension Aspect – Cluster 9
M1
M2
M3
M4
I can build understanding by discussing possible
consequences and events during reading.
I can tell the difference between inferred meaning and
literal meaning.
I can understand the meaning of a text by getting
information from different parts of the text.
I can understand that texts can present different
perspectives.
I can identify and interpret main ideas and important
M5
information in a text.
I can use main ideas and important information to retell a
text.
I can identify visual techniques in a text.
M6
T
I can identify aural techniques in a text.
I can identify written techniques in a text.
Hamilton Public School 2013
T
Comprehension Aspect – Cluster 10
M1
T
I can interpret a text by inferring connections, causes
and consequences while reading.
I can interpret texts by discussing the differences
M2
between literal and inferred meanings.
I can respond to texts by discussing the differences
between literal and inferred meanings.
M3
M4
I can identify ways texts present different perspectives
I can compare accuracy and credibility of a text by
comparing texts on a similar topic.
I can analyse texts by discussing the way language
M5
features and structures shape meaning.
I can respond to texts by discussing the way language
features and structures shape meaning.
Comprehension Aspect – Cluster 11
M1
I can understand how inference is used in a text.
M2
I can reread text to find supporting evidence.
M3
I can respond to a different point of view in a text.
M4
M5
M6
M7
I can look at how audience, purpose and context influence
text.
I can create a summary that demonstrates thorough
understanding of different views and values in a text.
I can identify grammatical techniques used in a text and
explain their impact on the audience.
I can understand how a topic can be presented in a range
of texts.
Hamilton Public School 2013
T
Comprehension Aspect – Cluster 12
M1
M2
M3
M4
I can justify hidden meaning using evidence.
I can interpret text by creating a personal response in a
variety of presentations.
I can analyse a wide range of text and compare how
ideas are presented.
I can explain how different texts show different points
of view.
M5
I can discuss multiple purposes within the one text.
M6
I can use different texts to summarise a topic.
M7
M8
I can understand how language features of the text
affect the reader.
I can understand how visual images create meaning by
comparing texts on the same topic.
Hamilton Public School 2013
T
Speaking Aspect – Cluster 1
M1
M2
I can listen to simple instructions and requests.
I can respond to simple oral questions and requests.
I can engage in simple conversations with friends and
adults.
M3
I can talk about personal experiences e.g. visit to the zoo.
M4
I can say some words correctly.
Speaking Aspect – Cluster 2
M1
M2
been read.
I can change the volume when I speak to emphasise
important parts.
I can use simple sentences when speaking.
M4
I can listen to and pass on simple messages.
M5
I participate in whole class discussions.
I can say most speech sounds (exceptions could be: /l/,
/sh/, /z/, /r/, /v/, /th/).
Speaking Aspect – Cluster 3
M1
I can explain what I like about a character from a story
that has been read.
M2
I can use some long sentences when speaking.
M3
I can speak in a clear and confident way.
M4
I can use pace and volume for emphasis when speaking.
M5
M6
M7
T
I can name a favourite character from a story that has
M3
M6
T
I can listen to stories and information books.
I can discuss stories and information books.
I am beginning to use active listening and turn-taking when
having a discussion.
I can join in, in small group discussions.
I can join in, in whole class discussions.
Hamilton Public School 2013
T
Speaking Aspect – Cluster 4
M1
I can give detailed reasons why I like/dislike characters
from a story that has been read.
M2
I can ask sensible questions.
M3
I can give a short talk to the class.
M4
I can change my voice to suit audience and situation.
M5
I can listen to get information for a specific purpose.
M6
M7
I can contribute to group activities involving discussion
about familiar texts/topics.
I can say most speech sounds (exceptions could be: /r/,
/v/, /th/).
Speaking Aspect – Cluster 5
M1
I can explain things in more detail when asked.
M2
I can talk about things that happened in correct order.
I always make appropriate contributions to class
M3
discussions.
I can ask questions if I don’t understand something.
M4
I can adjust the way I speak according to who I am talking
to and why.
M5
M6
T
I can follow instructions from teachers and friends.
I can show respect to others when they speak.
Hamilton Public School 2013
T
Speaking Aspect – Cluster 6
M1
M2
M3
M4
T
I can tell people what I think about a topic and why.
I can speak clearly and confidently in a variety of
situations.
I can plan and present a short talk about a topic to my
class.
I can listen well at all times, e.g. assemblies, performances.
Speaking Aspect – Cluster 7
T
I can express a point of view about a topic.
M1
I can understand that others might think differently to
me.
M2
M3
I can plan and give a short speech to other classes or
groups e.g. report or message.
I can automatically change my speech to suit different
audiences, purposes and situations.
M4
I can listen well for long periods of time.
M5
I can join in when discussions go for a long time.
Speaking Aspect – Cluster 8
M1
M2
I can give detailed ideas about a topic and explain why I
think that way.
I can talk confidently with people I don’t know so well.
I can listen to a group when they are trying to solve
M3
problems.
I can ask questions of a group to help solve problems.
I can make suggestions to help a group solve a problem.
M4
I can listen and understand instructions and then go and
finish my work.
Hamilton Public School 2013
T
Speaking Aspect – Cluster 9
M1
M2
T
I can plan and give speeches to a large group e.g. Assembly
presentations.
I can make my speeches successful by using strategies
such as notes as prompts, volume and change in emphasis.
I can discusses the features of different spoken texts,
M3
e.g. formal versus informal interactions; persuasive versus
informative.
I can contribute relevant ideas to discussions.
M4
I can ask questions when I don’t understand.
I can repeat something using different words.
I can listen attentively and make appropriate responses to
M5
what others say.
I can add on to the ideas of others.
M6
I can use my manners when talking and listening, e.g. turn
taking.
Speaking Aspect – Cluster 10
M1
I can give detail and reasons for my thoughts when
speaking about my opinions and ideas.
I can engage an audience when making speeches by using
M2
strategies such as facial expression, gesture, pause and
repetition.
I can listen attentively to spoken and multimodal texts
M3
that include unfamiliar ideas and information.
I can answer questions to spoken and multimodal texts
that include unfamiliar ideas and information.
Hamilton Public School 2013
T
Speaking Aspect – Cluster 11
M1
M2
M3
I can express more detailed ideas and justify my point of
view about familiar texts/topics.
I can communicate confidently with a range of less
familiar audiences for a wider variety of purposes.
I can listen and understand a series of instructions
related to a task and successfully complete the task.
Speaking Aspect – Cluster 12
I can effectively sustain a point of view throughout a
M1
discussion or debate, drawing on a range of sources to
provide justification.
M2
M3
I can analyse, synthesise and evaluate the views and
reasons put forward by others.
I can plan, rehearse and make adjustments to oral
presentations for specific purposes and audiences.
I can use advanced listening strategies to engage in a
M4
discussion such as challenging others ideas, providing
feedback and support for others.
I can listen attentively to more lengthy and challenging
M5
T
spoken and multimodal texts to gather and evaluate key
information.
Hamilton Public School 2013
T
Vocabulary Aspect – Cluster 1
M1
I can use every day words e.g. colours and places
M2
I can use different words for different things
M3
I can tell someone the meaning of some words that I’m
interested in
Vocabulary Aspect – Cluster 2
M1
I can understand the meaning of words that I read
M2
I can name parts of a computer
M3
I can ask questions to find out the meaning of words
Vocabulary Aspect – Cluster 3
M1
I can use words to describe things that happen in my life
M2
I can use the right words when speaking and writing
T
T
T
I can find the meanings of words I don’t understand by
M3
thinking about the words around them
I can find the meanings of words by thinking about words
that are similar and I do know the meaning of
Vocabulary Aspect – Cluster 4
I can explain the meaning of words that I read
M1
I can explain the meaning of words that I say
I can explain the meaning of words that I write
M2
M3
I can understand that some words can be grouped
together in word families
I can make out the meaning of a word by reading the
sentence to give me clues
Hamilton Public School 2013
T
Vocabulary Aspect – Cluster 5
T
I can use my understanding of topic words to read
M1
I can use my understanding of topic words to write
I can use my understanding of topic words to speak
M2
M3
I can use words to do with computers and internet e.g.
icon, bold, italics
I can change the meaning of a sentence by using
different words
Vocabulary Aspect – Cluster 6
T
I can write sentences to describe feelings and
M1
experiences
I can to talk about feelings and experiences
I can use language to make people laugh
M2
I can use language to persuade people
I can use language to give people information
M3
M4
I can build words from a word base e.g. move, moving,
remove
I can learn words from spelling lists, labels and signs
Vocabulary Aspect – Cluster 7
I can understand the meaning of words in harder texts
M1
I can use these words when reading
I can use these words when writing
I can use these words when speaking
M2
I can use techniques to make stories more interesting e.g.
alliteration (Peter Piper Picked a Peck of Pickled Peppers)
I can use what I know about word families to understand
M3
unfamiliar words e.g. rhyming words, synonyms, base
words
M4
I can use a dictionary to check the meaning of words
Hamilton Public School 2013
T
Vocabulary Aspect – Cluster 8
T
I can use words and groups of words to make my stories
M1
more interesting
I can use words to change the feeling of my stories
M2
M3
M4
I can use what I know about a topic to understand
unfamiliar words
I can explain the terms associated with multimedia
I can recognise different words to explain similar ideas
e.g. synonyms
I can write using different words depending on who will
M5
read my writing
I can edit my writing using better word choices
Vocabulary Aspect – Cluster 9
M1
M2
M3
M4
I can use different words that have the same meaning
e.g. synonyms
I can use words that relate to the topic in my writing
I can use words associated with the use of computers and
electronic texts confidently
I can use suffixes to change the meaning of words
I can use prefixes to change the meaning of words
Vocabulary Aspect – Cluster 10
M1
M2
M3
M4
T
I can understand that word meaning can change when
used in different texts
I can use expanded vocabulary by drawing on my
knowledge of known words and topic words
I can use a number of ways to work out the meanings of
words
I can use dictionaries and thesauruses to find the
meaning of unknown words
Hamilton Public School 2013
T
Vocabulary Aspect – Cluster 11
T
I can construct texts, with appropriate word choices,
M1
that consider its audience
I can construct texts, with appropriate word choices,
that consider its purpose
M2
I can understand new words for new concepts
I can use prefixes to find the meaning of new words
M3
I can use suffixes to find the meaning of new words
I can use prefixes to create new words
I can use suffixes to create new words
I can edit and review my own writing using improved word
M4
choices
I can edit and review other people’s writing using
improved word choices
Vocabulary Aspect – Cluster 12
M1
M2
I can use new words for new concepts e.g. blissful for
happy
I can use appropriate language for spoken texts that suit
a specific topic
I can use appropriate language for written texts that suit
a specific topic
I can communicate through digital and electronic means
M3
I can use the language associated with digital technology
and electronic texts
M4
I can use the origin of words to make out the meaning of
new word
Hamilton Public School 2013
T
Writing Aspect – Cluster 1
M1
I can try to write.
M2
I can try to write my own name.
M3
I can hold a pencil to draw.
Writing Aspect – Cluster 2
M1
I can try to write my whole name.
M2
I can write at least one word about a story or a picture.
M3
I can leave spaces between words.
I can try to write letters.
M5
I can tell someone about what I am going to write.
M6
I can tell someone about what I wrote or drew.
M7
I can try to use a mouse and keyboard.
Writing Aspect – Cluster 3
M1
I can write my first name properly.
M2
I can try to write a sentence.
M3
I can use my own ideas to write.
M4
I can tell someone about my writing.
M5
I can sound out my words when I write.
M6
I can start to write some common words.
M8
T
I can write from left to right.
M4
M7
T
I can describe something. (eg: big cat)
I can write about ‘how’, ‘when’, ‘where’ or ‘why’.
I can understand how to hold a pencil properly.
I can show you where my paper should be when I write.
Hamilton Public School 2013
T
I can understand how to sit properly
M9
I can try to use the computer to write.
Writing Aspect – Cluster 4
T
I can write one or more sentences.
M1
I can spell some words.
I can form most of my letters correctly.
I can use full stops and capital letters.
M2
I can write my ideas.
M3
I can read my own writing aloud to see if it makes sense.
M4
I can tell you who I am writing for and why.
M5
I can try to spell the common words that my teacher uses.
M6
I can use joining words to link my ideas.
M7
I can use pronouns (eg: I, he, she, they etc)
I can hold my pencil correctly.
M8
I can put my paper in the right place when I’m writing.
I can sit properly when I write.
I can fix my posture, pencil grip or paper.
M9
I can use the computer to write with my teacher’s help.
Writing Aspect – Cluster 5
M1
M2
M3
M4
I can use words or groups of words that the teacher has
shown me to write my own sentences
I can join my class mates to make stories together using
different mediums.
I can write 4-5 sentences about topics that are
interesting to me.
I can reread my own work.
I can fix it to make sense.
M5
I can use capital letters and full stops in the right places.
Hamilton Public School 2013
T
I can use spaces between words.
I can try to use? (question mark) and !(exclamation marks)
I can write a simple sentence with one verb.
M6
I can join two simple sentences with a conjunction.
(because, and).
M7
M8
I can use adjectives to describe nouns to make my writing
more interesting.
I can write my capital letters correctly.
I can write my lower case letters correctly.
Writing Aspect – Cluster 6
M1
M2
I can write 5 or more sentences about familiar topics.
I can try to use paragraphs in my writing.
I can try to use headings in my writing.
I can proof read my writing to check that it makes sense.
M3
I can show that I have edited my writing to check that it
makes sense.
M4
M5
M6
M7
I can spell high frequency and topic words.
I can use full stops, exclamation marks and question
marks in my writing.
I can write my ideas in order so that they make sense.
I can make my writing more interesting by trying to use
complex sentences.
I can hold my pencil correctly.
M8
I can place my paper correctly to write.
I can write quickly and neatly.
M9
I can correct my writing on the computer.
Hamilton Public School 2013
T
Writing Aspect – Cluster 7
M1
M2
M3
M4
T
I can plan my writing by making notes, drawing diagrams
or planning a sequence of events / information.
I can tell my teacher why I am writing.
I can tell my teacher who will be reading my writing.
I can spell regular words.
I can have a go at spelling difficult (irregular/ sight) words.
I can apply spelling rules to my writing.
I can use contraction apostrophes, e.g. don’t.
M5
I can use simple punctuation.
I can use capital letters for proper nouns, e.g. Australia.
M6
I can write a short recount / report that is in order and
makes sense.
I can use different types of verbs; relating, action,
M7
feeling, thinking and saying verbs.
I can choose the correct tense within a sentence, so that
my nouns and verbs match.
M8
I can use a computer to create writing that includes pictures.
Writing Aspect – Cluster 8
I can create texts that are at least one page long.
M1
I can write for different reasons to explain and express
my ideas for a variety of audiences.
I can experiment with writing and publishing my own text
M2
using different mediums and modes, for example: plays,
songs, e-mail, Power Point, etc
M3
M4
I can revise, edit and proofread my own writing
I can write explanation texts.
I can write persuasive texts.
Hamilton Public School 2013
T
M5
M6
I can use different spelling strategies to spell unfamiliar
/ tricky words.
I can use quotation marks.
I can use commas in lists.
M7
I can write sentences that make sense to others.
M8
I can write quickly and neatly.
Writing Aspect – Cluster 9
I can create an imaginative text
I can create an informative text
M1
I can create a persuasive text
I can choose language appropriate to my purpose and
audience
M2
I can plan using headings, mindmaps and questions
I can reread to check for accuracy
M3
I can reread to check for consistency of meaning
I can reread to check for relevancy for purpose
M4
M5
M6
I can write using paragraphs that are a group of
sentences about one topic
I can use different spelling strategies to spell words
I can use computer skills such as spell check and grammar
check
I can use verbs correctly
M7
I can use adverbs correctly
I can use nouns correctly
I can use adjectives correctly
M8
I can write joined letters
I can write letters of the same size
Hamilton Public School 2013
T
M9
I can create simple multimodal text digitally (combination
of pictures and/or text and/or voice over and/or sound)
Writing Aspect – Cluster 10
M1
I can use personal experience, other texts and research
to create a variety of texts for different audiences
M2
I can justify my opinion with evidence
M3
I can find resources and information when planning
I can reread and revise text to check for and improve
M4
meaning
I can reread and revise to delete unnecessary information
and add new information
I can write sentences with different beginnings
I can write sentences with an adjectival clause at the
M5
beginning
I can write sentences with an adverbial clause at the
beginning
I can write complex sentences
M6
I can use simple and sentence punctuation correctly
I can spell words by thinking about what they mean
I can spell words by knowing how letter combinations look
M7
I can spell words by hearing the sounds in words
I can spell words by knowing the sound of letters
I can use prefixes and suffixes appropriately
I can use pronouns to link ideas and information
M8
I can use conjunctions and connectives to link ideas and
information
M9
I can write in neat consistent handwriting
Hamilton Public School 2013
T
Writing Aspect – Cluster 11
M1
I can write logical well-structured texts for a range of
purposes
I can construct a logical well-structured imaginative text
M2
I can construct a logical well-structured informative text
I can construct a logical well-structured persuasive text
M3
M4
I can find accurately acknowledge and site sources when
necessary
I can use feedback to edit my writing
I can engage the reader through deliberate choices in
language Descriptive
persuasive
topic
M5
technical
evaluative
emotive
colloquial
M6
I can use topic sentences
I can organise main and subordinate ideas
I can use quotation marks
I can use semicolons
M7
I can use colons
I can use dashes, sparingly
I can use ellipses
I can spell new words using generalisations
M8
I can spell new words using meanings of base words
I can spell new words using prefixes and suffixes
Hamilton Public School 2013
T
I can write fluently with appropriate size
M9
I can write fluently with slope
I can write fluently with appropriate spacing
M10
I can use word processing programs confidently
I can use various functions in word processing programs
I can plan and design complex multimodal texts
M11 (combination of pictures and/or text and/or voice over
and/or sound)
Writing Aspect – Cluster 12
M1
I can write extended texts for wide range of purposes
I can choose the type of text to suit a purpose and
M2
audience
I can choose the form of text to suit a purpose and
audience
I can create well planned texts
I can write more complex and detailed subject matter
I can use creative language features ~
alliteration
M3
metaphor
imagery
nominalisation
sentence length
M4
I can refine writing in response to feedback, the edit and
publish
I can use sophisticated literary devices such as humour
M5
and irony to engage an audience
I can use grammatical features such as modality to
influence an audience
Hamilton Public School 2013
T
I can use a variety of sentences starters
I can use a variety of dependent clauses
M6
I can make sentence level choices such as shorter
sentences to add tension and complex sentences to add
detail
M7
I can use brackets to enclose additional information
I can use quotation marks and commas to indicate clauses
I can use a range of spelling strategies and conventions to
M8
spell most words
I can spell words with many syllables
M9
I can use visuals to extend or clarify meaning
I can select from a range of media
I can experiment creatively with the production of
multimodal text for audience impact
Hamilton Public School 2013