Mathematics
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Phase 3
  • Rote counting to 100
  • Counts objects beyond 20 with one-to-one correspondence
  • Compares and orders numbers to 100
  • Groups units into sets of ten
  • Uses a combination of tens and ones to build two digit numbers
  • Recognises, interprets and records addition equations
  • Partitions by sharing fairly
  • Generalises from looking for, describing and extending patterns
  • Combines 2D shapes to form different shapes
  • Sorts objects by 2 or more attributes
  • Use language to describe relative location (above, below, beside, in front of, behind, next to, etc…)
  • Recognises symmetry
  • Measures length, width and height using non-standard units
  • Uses time vocabulary (yesterday, today, tomorrow)
  • Collects data, organising it by adding information to graphs and charts
  • Compares and contrasts findings
Phase 4
  • Reads and writes numbers to 100
  • Skip counts by 2’s and 5’s
  • Holds a number constant while counting on
  • Regroups using manipulatives in addition
  • Demonstrates understanding of 2-digit place value
  • Demonstrates understanding of 3-digit place value
  • Knows basic facts for addition and subtraction
  • Subtracts using manipulatives
  • Recognises and records sums up to 20
  • Understands the concepts of ½, ⅓, ¼ and quarters
  • Uses a number line confidently
  • Creates multi-variable patterns
  • Analyses and uses what they know about 3D shapes to describe and work with 2D shapes
  • Divides 2D shapes to form different shapes
  • Identifies 2D shapes in a variety of orientations
  • Identifies and creates single line symmetry
  • Uses standard units to measure length, mass, capacity, money and temperature
  • Measures, compares and estimates using manipulatives
  • Identifies area and perimeter
  • Tells time to the hour, ½ hour
  • Formulates questions that can be answered with data
  • Reads, interprets and discusses information on simple graphs and charts (to compare quantities and answer questions)​
Phase 5
  • Recognises numbers to 1000
  • Rounds numbers to the nearest 10 or 100
  • Applies addition facts
  • Regroups using the addition algorithm
  • Uses repeated addition to multiply
  • Regroups using manipulatives in subtraction
  • Recognises, interprets and records subtraction equations
  • Divides using manipulatives
  • Relates pictures to symbols of ½, ⅓, ¼ and quarters
  • Understands pictorial and symbolic representations of fractions, including numerator (counting number) and denominator (what is being counted)
  • Compares numbers using >, <, =
  • Finds rules of patterns
  • Identifies 3D shapes
  • Interprets and uses simple directions, describing paths, regions, positions and boundaries of their immediate environment
  • Measures area and perimeter using manipulatives
  • Uses tools to find measures, including timelines
  • Shows and tells time to the nearest 5 minutes
  • Collects data for analysis
  • Utilises strategies for organising data
  • Explores relationships between data
  • Identifies and describes chance in events

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Reading
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Phase 3
  • Reads books with simple patterns.
  • Begins to read own writing.
  • Begins to read independently for short periods (5-10 minutes).
  • Discusses favorite reading material with others.
  • Relies on illustrations and print.
  • Uses finger-print-voice matching.
  • Knows most letter sounds and letter clusters.
  • Recognizes simple words.
  • Uses growing awareness of sound segments (e.g., phonemes, syllables, rhymes) to read words.
  • Begins to make meaningful predictions.
  • Identifies titles and authors in literature (text features).
  • Retells main event or idea in literature.
  • Participates in guided literature discussions.
  • Sees self as reader.
  • Explains why literature is liked/disliked during class discussions with guidance.

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​Phase 4
  • Reads simple early-reader books.
  • Reads harder early-reader books.
  • Reads and follows simple written directions with guidance.
  • Identifies basic genres (e.g., fiction, nonfiction, and poetry).
  • Uses basic punctuation when reading orally.
  • Reads independently (10-15 minutes).
  • Chooses reading materials independently.
  • Learns and shares information from reading.
  • Uses meaning cues (context).
  • Uses sentence cues (grammar).
  • Uses letter/sound cues and patterns (phonics).
  • Recognizes word endings, common contractions, and many high frequency words.
  • Begins to self-correct.
  • Retells beginning, middle, and end with guidance.
  • Discusses characters and story events with guidance. Identifies own reading behaviors with guidance.
Phase 5
  • Reads easy chapter books.
  • Chooses, reads, and finishes a variety of materials at appropriate level with guidance.
  • Begins to read aloud with fluency.
  • Reads silently for increasingly longer periods (15-30 minutes).
  • Uses reading strategies appropriately, depending on the text and purpose.
  • Uses word structure cues (e.g., root words, prefixes, suffixes, word chunks) when encountering unknown words.
  • Increases vocabulary by using meaning cues (context).
  • Self-corrects for meaning.
  • Follows written directions.
  • Identifies chapter titles and table of contents (text organizers).
  • Summarizes and retells story events in sequential order.
  • Responds to and makes personal connections with facts, characters, and situations in literature.
  • Compares and contrasts characters and story events.
  • Reads between the lines with guidance.
  • Identifies own reading strategies and sets goals with guidance​.

Writing
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Phase 3
  • Writes 2-3 sentences about a topic. 
  • Writes names and familiar words. 
  • Generates own ideas for writing.
  • Writes from top to bottom, left to right, and front to back.
  • Intermixes upper and lower case letters.
  • Experiments with capitals.
  • Experiments with punctuation. 
  • Begins to use spacing between words. 
  • Uses growing awareness of phonology and morphology to write words. 
  • Spells words on the basis of sounds without regard for conventional spelling patterns.
  • Uses beginning, middle, and ending sounds to make words. 
  • Begins to read own writing.
Phase 4
  • Writes a full page about a topic.
  • Writes about observations and experiences. 
  • Writes short nonfiction pieces (simple facts about a topic) with guidance. 
  • Chooses own writing topics. 
  • Reads own writing and notices mistakes with guidance. 
  • ​Revises by adding details with guidance.  
  • Uses spacing between words consistently.
  • Forms most letters legibly. 
  • Writes pieces that self and others can read. 
  • Uses phonology, morphology and etymology to write independently, 
  • Spells simple words and some high frequency words correctly.
  • Begins to use periods and capital letters correctly.
  • Shares own writing with others.
Phase 5
  • Writes short fiction and poetry with guidance.
  • Writes a variety of short nonfiction pieces (e.g., facts about a topic, letters, lists) with guidance.  
  • Writes with a central idea.
  • Writes using complete sentences.
  • Organizes ideas in a logical sequence in fiction and nonfiction writing with guidance. 
  • Begins to recognize and use interesting language. 
  • Uses several pre-writing strategies (e.g., web, brainstorm) with guidance. 
  • Listens to others’ writing and offers feedback.
  • Begins to consider suggestions from others about own writing. 
  • Adds description and detail with guidance.
  • Edits for capitals and punctuation with guidance.
  • Publishes own writing with guidance.
  • Writes legibly.
  • Spells most high frequency words correctly and moves toward conventional spelling.
  • Identifies own writing strategies and sets goals with guidance.

Additional Outcomes / Links
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