Stages 2 and 3 learning sequence for vocabulary knowledge
Focus on Reading 3-6
Vocabulary knowledge involves understanding the meaning of spoken and written words and using words to create and understand texts. This includes knowledge of:
• high frequency words that are in everyday usage
• subject and concept-specific words, particularly less common labels for common concepts (e.g. whispered instead of said)
• infrequently encountered words that are critical to understanding particular content domains.
NB: Definitions taken from An introduction to quality literacy teaching, NSW DET, 2009
‘Texts’ include written, visual, electronic and multimodal texts
End Stage 1
Mid Stage 2
End Stage 2
Mid Stage 3
End Stage 3
Mid Stage 4
When reading, writing,
speaking and listening, a
student:
When reading, writing,
speaking and listening, a
student:
When reading, writing,
speaking and listening, a
student:
When reading, writing,
speaking and listening, a
student:
When reading, writing,
speaking and listening, a
student:
When reading, writing,
speaking and listening, a
student:
• Uses words and phrases for
effect, e.g. to create images,
to add emphasis, to create
atmosphere.
• Uses synonyms for a range of
common words.
• Demonstrates understanding
that words can have different
meanings in different
contexts.
• Makes effective word choices
in response to purpose and
audience when creating texts.
• Uses new words for known
concepts, e.g. blissful for
happy.
• Demonstrates understanding
of new words for new
concepts.
• Increasingly uses appropriate
content vocabulary when
creating spoken and written
texts about specific topics.
• Applies knowledge of root
words and word origins to
understand the meaning of
new subject-specific words.
• Draws on topic/content
knowledge to assist in
working out the meaning of
unknown words.
• Understands relevant
vocabulary associated with
electronic texts.
• Recognises that different
words can be used to
describe similar concepts,
e.g. everyday or technical
language, synonyms.
• Uses simple content specific
vocabulary in appropriate
ways when creating texts.
• Uses relevant vocabulary
associated with digital
technology and electronic
texts.
• Understands how prefixes
and suffixes change word
meanings.
• Shows evidence of capacity
to improve vocabulary
choices in response to
purpose and audience when
reviewing and editing writing.
Not part of NEALS
©State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
• Demonstrates expanded
content vocabulary by
drawing on a combination
of known and new topic
knowledge.
• Shows awareness that there
are a number of ways to
work out the meaning of
unknown words.
• Finds the meaning of
unknown/unfamiliar words
in reference sources, e.g.
dictionaries, thesauruses.
• Applies knowledge of prefixes
and suffixes to understand the
meanings of new words and
to create new words.
• Refines vocabulary choice
in response to purpose and
audience when editing and
reviewing own and peer’s
writing.
• Accurately uses the
vocabulary associated
with digital technology and
electronic texts.
• Draws on knowledge of
word origins to work out
meaning of new words.
• Uses technical vocabulary
to explain a complex
phenomenon, e.g. how an
electric circuit works.
• Consistently selects
appropriate vocabulary in
response to subject, context,
purpose and audience.
• Uses a combination of
effective strategies to work
out the meaning of unknown
words, e.g. context,
dictionaries, word parts.