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He/she is a confident and fluent reader.
Can use a range of strategies to work out unknown words.
Can quickly recall many sight words.
Can read with expression.
His/her letter sound knowledge has improved.
Can use prior knowledge to help solve an unknown word.
He is participating on the Reading Recovery Programme and attends enthusiastically.

Fynn can use initial and dominant sounds to attempt to decode an unknown word.

He can make simple predictions about what might happen next in the text.

Look for familiar sounds and chunks in words to help decode them.

Look at the whole word and notice word endings e.g. –ed, -ing, -s.

Find information that is directly stated in the text.

Fynn recognises and responds appropriately to simple punctuation and text features e.g. exclamation marks and bold print.

Enjoys listening to stories and is able to discuss the shared text.
Can talk about books.
Enjoys books
Is learning to point to the words accurately and follow the text.
Is making good progress with his reading and likes talking about the text.
He uses the pictures and his letter-sound knowledge to decode words.
She quickly recalls many sight words from Lists 1 and 2.

Is able to one-to-one match when reading.
Is able to identify a specific sight word in a text.
Is able to sound out the first sound of an unknown word.
Is able to use the pictures to help them decode an  unknown word.
Is able to identify some of the letters of the alphabet and their associated sounds.
Is able to identify all of the letters of the alphabet and their associated sounds.
Is able to re-read to check that what they are reading makes sense.
Is able to find parts of a word they know in order to decode unknown words.

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Students begin reading and writing from their first day at school. Effective teachers build on the literacy knowledge, skills, and attitudes that students bring to their school learning.

Much of the school day revolves around literacy. In addition to shared and guided reading and writing, teachers support their students' literacy learning with a rich mix of approaches, including language experience and frequent reading to students. They provide many opportunities for students to read and write independently and to engage in purposeful literacy tasks.

This PDF from the Draft literacy progressions outlines what could be expected after the first 6 months at school:

Oral language

Focused teaching and many opportunities to engage in talk help students' oral vocabularies to keep expanding rapidly. Students enjoy identifying and using new words, phrases, and language patterns that they discover in the books and poems they hear or read. They are constantly refining their ability to aurally distinguish sounds in spoken words.

Students use talk to organise and clarify their ideas, and they can offer opinions and responses about the texts they read and hear. They use an increasing variety of verb forms correctly, including irregular past-tense forms, and they draw on their understanding of grammatical structure when they read and write. They develop confidence in ways of talking and listening that are important for their learning at school, such as asking questions and participating in discussions. They can recount an experience or retell a story clearly and logically, with some awareness of the likely needs of the listener. With prompting, they can draw on this awareness when writing for an audience.

Students are becoming aware of some of the differences between spoken and written language. They can use and understand many more words than they can read or write.

Reading

The Ready to Read series is the core instructional reading series. Ready to Read books are carefully levelled and provide a gradient of difficulty to support students in developing effective reading processing systems. Texts designed for students to use in the first year are relatively short, with clear storylines, and use mostly familiar vocabulary and simple sentence structures. As students read these texts, teachers help them to draw on their oral language, and on understandings gained from their writing, as they acquire and consolidate basic reading skills and knowledge of letters and sounds. Students learn how to make meaning of and think critically about increasingly challenging texts. Initially, teachers provide a high level of support, but they adapt this scaffolding carefully as their students gain control over a range of reading processing and comprehension strategies.

Although students progress at different rates, they all need to be at or near Yellow level after six months of instruction in order to reach the goal of reading at Green level by the end of the first year of school. The intention is that students will spend just long enough at each reading level for teachers to observe and confirm that appropriate processing behaviours are in place. Students have many opportunities for independent reading to strengthen their reading processing systems.

As soon as students start school, they begin reading texts at Magenta level. At this level, they need to:

develop early concepts about print, such as the ideas that the print carries the message and that print is read from left to right

expect a text to make sense and sound right

gain control over one-to-one word matching.

At Red level, students are learning how to process print. They make meaning of text by applying their increasing ability to attend to the print detail and their growing knowledge of sentence structures and also by using their expanding reading vocabulary and the illustrations. They need to:

know that words are made up of sounds and that letters represent sounds

attend to initial letters and common infl ections (for example, -s, -ed, -ing) as they read

understand the function of some simple punctuation

read groups of words together in phrases

gain control over using a return sweep with multiple lines of text

notice some errors in their reading and take action to self-correct.

Students at this level have a sense of excitement about their reading and are keen to share the connections between the texts they read and their own experiences.

At Yellow level, students are developing their ability to search for and use interrelated sources of information (semantic, syntactic, and visual and graphophonic). They use a wider range of word-solving strategies and comprehension strategies to make or confirm meaning. They need to be able to:

decode simple, regular words by using their knowledge of grapheme-phoneme relationships and by making analogies to known rimes

use sentence structure and context to supplement information gained from partial decoding attempts

understand the function of some language and punctuation features (for example, the use of pronouns and speech marks to help track dialogue between characters)

use comprehension strategies such as forming hypotheses and making simple inferences.

Students at Yellow level enjoy discussing the texts they read and offering opinions about them. Their reading is fluent and well-phrased, and they usually read without finger pointing.

At Blue level, students apply their reading processing strategies to longer and more varied texts. They need to:

monitor their reading, searching for and using multiple sources of information in order to confirm or self-correct

recognise many high-frequency words automatically

engage more deeply with texts (for example, by using comprehension strategies to generate their own questions or to evaluate the effectiveness of a text).

Students at this level are curious about language. They enjoy discovering new things and talking about their discoveries (for example, noticing that they can work out a compound word by recognising the components). They read some sections of text silently.

Writing

In their first year of school, students create many texts for a range of purposes across the curriculum. They plan for writing, using talk and pictures, and they attempt to record their ideas and experiences in print.

At first, there is a high level of scaffolding as teachers help students to:

hold an idea in their head long enough to write it down

say, hear, and record the predominant sounds in the words they want to write

write from left to right and leave spaces between words

form letters accurately.

Gradually, the support alters as teachers help students to build and strengthen their processing systems and to create longer, more complex texts. Students learn to:

Studies of effective teachers have shown that they continually make explicit the connections between reading and writing. Teachers who have a grasp of this reciprocal relationship recognise that writing is neither secondary to reading nor something to be taught separately from reading.

experiment with capturing words from their oral vocabulary

hear and say the initial and final sounds and some dominant medial sounds in the words they want to write

recognise and identify common sounds in different words

use their developing visual memory to consistently encode (spell) some known words correctly

make close attempts to encode words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

understand that words are made up of sounds and that sounds are written with letters

write all consonant sounds, and represent some vowel sounds, in at least one way

attempt to record the sounds within words in sequence

make close attempts to encode words by noticing visual similarities to known words

attempt to use capital letters and full stops as they develop their understanding of sentences

reread what they write as they are writing and read (or retell) their writing to themselves and others.

Students in the first year of school are becoming increasingly aware of the purposes for their writing, and they use a range of text forms. They can express their ideas in increasingly interesting ways as they gain control over using more complex language structures, including varied ways of beginning sentences.

The teacher has a crucial role in assessing what students can do and targeting instruction to what they need to learn. Teachers respond to learners' needs by intensifying instruction as necessary to ensure that all their students become successful learners.

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Students begin reading and writing from their first day at school. Effective teachers build on the literacy knowledge, skills, and attitudes that students bring to their school learning. Much of the school day revolves around literacy.

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Next steps and strengths haven't been separated as one comment may work for both.
Write your comments in the appropriate box.
I will forward these comments to E-tap and then look at how that next step, e.g. drag and drop comments works.

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Choice writing mate.

tries to use a hook to interest her readers.

writes using a variety of structure and language features.

is beginning to use paragraphs effectively.

is beginning to select words and phrases to enhance the meaning or mood of her writing.

Extend her ideas – add description to add impact.

Develop ideas that are complex and elaborated.

Use a variety of punctuation.

Develop an understanding of complex sentences.

Use figurative language.

understands the purposes for writing and how to achieve those purposes.

confidently shapes his ideas for effect.

can use complex sentences and a variety of language features which add impact to his writing.

uses paragraphs in a structured and controlled way.

Deliberately use written language features – metaphors and rhetorical questions to engage the audience.

Attempt some complex punctuation – using colons, semicolons, and parentheses

uses some complex sentences so as to create pace and interest.

is able to record his thoughts, feelings, and ideas clearly.

is beginning to organise his ideas into paragraphs.

responds to feedback and proofreads to check for spelling, grammar and punctuation.
Continue to develop paragraphs and use linking words and phrases to link some of these.

Write content relevant to the task with supporting detail.

shares his writing and responds to feedback.

Continue to improve his spelling and word knowledge.

Use language features – similies and metaphors to add details.

Continue working on organising related ideas into paragraphs.

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Her/his use of precise vocabulary adds detail and impact to her/his writing.

She/he practises a range of punctuation, including     commas, brackets and exclamation marks.

She/he demonstrates correct use of tense and time    connectives which assist writing flow.

He/she enjoys writing across the curriculum and will produce high quality pieces when given time.

He/she organises his/her writing appropriately for the writing purpose and is attempting to use paragraphs.

Elaborate on key ideas to add detail and interest for the audience.

Improve spelling accuracy and consistent use of  punctuation, such as full-stops and commas.

Be prepared to tease out and elaborate on his/her ideas to ‘paint a picture’ for his/her audience.
·
Elaborate on key ideas to add detail and interest for the audience, such as what he/she thinks and feels.

Add a range of verbs and adjectives to add              excitement and enhance his/her writing.

Consistent use of  punctuation, especially capital letters and full-stops.

'Child' would benefit from using the prompts available to him/her when writing.

He/she is consistently, and correctly, using: capital letters, full stops, apostrophes and commas.

He/she effectively uses precise and descriptive words to enhance meaning (e.g. adjectives and verbs).

Her/his sentences are beginning to show variety in structure, length and type (e.g. complex).

He/she is beginning to use paragraphs correctly, and to great effect.

Elaborate on key ideas outside of her immediate world, such as how people may be affected, or connections to the wider world.

Although improving, develop correct knowledge of punctuation for direct speech.

Consolidate knowledge of spelling rules (e.g. shaking/shacking; cried/cryed).

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has begun to enjoy writing and really enjoys journal writing or free choice writing when he can choose his own topic.

· re-reads his writing to check that it makes sense and makes changes if necessary.

· He adds lots of detail to inform the reader.

· records all the dominant sounds he can hear when he attempts to spell unknown words.

· Get started quickly and write more.

· Check his spelling attempts in a dictionary.

· Begin to use a variety of punctuation.

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·           Use adjectives, powerful verbs, and language features to add detail and interest.

·           Use capital letters and full stops consistently, and experiment with more complex punctuation.
Continue to learn phonics and spelling patterns.
uses personal and precise vocabulary.
uses a range of sentence lengths and types.
· Use a range of sentence starters.

· Begin to use paragraphs.

· Edit and recraft his writing.
write for a range of different purposes

directed to a particular audience
organise their texts according to a basic structure that meets their purpose for writing

some specific vocabulary

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Use the word labels in his sentences.
Write sight words from Lists 3 and 4.
Re-read his writing as he writes to ensure it makes sense.

Use adjectives and add more detail to his sentences.

Ruby experiments with words, choosing interesting adjectives to make her writing more appealing.

Reread her writing to check for simple spelling errors and correct them using classroom resources.

Mace can use pictures with labels to plan his writing.

He writes using simple and some compound sentences.

Mace spells many sight words from memory, and uses his knowledge of letter sounds to spell new or unknown words.

Begin his sentences in variety of ways (e.g. then, next, finally).

Write more compound sentences using ‘and’ or ‘because’ to expand his ideas.

Use adjectives to add interest to his writing.

Can use a conjunction (such as and or because) to join two ideas.
Rereads their writing as they write and make changes in response to feedback.
·            plans her writing using brainstorms.

·           She spells sight words from Lists 1-4.

·            enjoys sharing her writing with the class.

·           She re-reads what she has written.

Kypreece sounds out unknown words using her letter sound and phonics knowledge.

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Is attempting to record their ideas in written form.
Uses a word card to find the sound or letter.
Is learning to form letters.
Is learning to hold a pencil correctly.
Is able to draw a picture plan to start their story.
Can use a sounding out strategy to record some sounds in words
Can use a word card to write some high frequency words.
Able to use basic punctuation.
Able to re-read their writing.
Able to hold their pencil correctly.
Is beginning to form letters correctly.
Is able to form most letters correctly.
Can hold an idea in their head to write about it.
Can respond to feedback by making changes in their

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The reading standard The writing standard
The reading standard

After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum).

Key characteristics of texts at green level

Texts at green level have been designed with characteristics that include:

generally familiar contexts and settings

one text form, and one main storyline or topic, for each text

most content explicitly stated but also some implicit content that provides opportunities for students to make simple inferences

illustrations that support and extend the meaning but may not exactly match the words

many high-frequency words

topic words and interest words (including a wide range of regular and irregular verbs and some adjectives and adverbs) that are likely to be in a reader's oral vocabulary and that are strongly supported by the context or illustrations

some visual language features such as diagrams or speech bubbles

sentences that run over more than one line but do not split phrases

dialogue between easily identified speakers

a range of punctuation, including speech marks and commas, to support phrasing and meaning.

These characteristics support the development of reading behaviours that are illustrated here.

Illustrating the reading standard

The Way it Was by Dot Meharry; illustrated by Spike Wademan

This text is levelled at Green 1.

In this non-fiction text, a young girl compares her life with that of her great-grandma. The illustrations expand on the information given in the written text.

The text follows a 'then/now' pattern, with the narrator stating what is the same for her and her great-grandma and what is different. The time difference is reinforced by the use of colour (sepia for the past and full colour for the present day) and by the use of content-specific vocabulary, such as 'great-grandma', 'fire', and 'stove'.

This example highlights the sorts of reading behaviours teachers could expect to observe in students who are meeting the standard. Sometimes these behaviours will be in response to teacher prompts and questions, and sometimes they will be spontaneous as the students notice and respond to the ideas in the text. These behaviours may be during the first or subsequent readings and discussion.

A Good Idea by Bill Nagelkerke; illustrated by Jeffy James

This text is levelled at Green 3.

This humorous narrative is about four animals who want to find some relief from the blazing African sun. The setting may be outside the direct experience of most students, but it is likely to link to their indirect experience of Africa through television, movies, and video.

The text has a repetitive, cumulative structure, and much of the story is conveyed through dialogue. The illustrations and other visual language features, such as thought bubbles, speech bubbles, and the use of colour (yellow for heat and blue for shade) support the meaning and add to the humour.

Because A Good Idea is available as a big book as well as a small book, students are likely to have been introduced to it within a shared reading lesson.

The story's theme is the importance of thinking and co-operation to solve problems.

This example highlights the sorts of reading behaviours teachers could expect to observe in students who are meeting the standard. Sometimes these behaviours will be in response to teacher prompts and questions, and sometimes they will be spontaneous as the students notice and respond to the ideas in the text. These behaviours may be during the first or subsequent readings and discussion.
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The writing standard

After one year at school, students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Key characteristics of students' writing at this level

Students will plan for writing, using talk or pictures. They will independently write simple texts, drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions.

The texts that students write will include, when appropriate:

an idea, response, opinion, or question

several sentences (including some compound sentences with simple conjunctions such as 'and')

some key personal vocabulary and high-frequency words

attempts at transferring words encountered in the writer's oral language or reading to their writing.

Illustrating the writing standard
On the weekend
The task exemplifies the writing demands of the English curriculum within level 1.

The students have been writing independently about their favourite holiday activity. They have been asked to plan, write, and then check their work.

This is the student's first draft. Features of the writing that demonstrate the standard are described below.

This example illustrates the sorts of writing that teachers can expect of students who are meeting the standard. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
I wonder why we have night and day?
The task exemplifies the writing demands of the English and science curriculum learning areas within level 1.

The students have been asked to write an explanation to answer the question 'I wonder why we have night and day?' The teacher has supported the students in this task by having them practise giving oral explanations on a familiar topic and by building their understanding of the topic through a variety of practical activities. The teacher has also provided appropriate reference materials and has explicitly taught relevant vocabulary.

This example illustrates the sorts of writing that teachers can expect of students who are meeting the standard. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
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After one year / The standards / Reading and writing standards / National Standards / Kia ora - NZ Curriculum Online

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The reading standard The writing standard After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum).

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is able to summarise key ideas and discusses the choices authors make – about the words, places, characters, themes and ideas.

Read a wide a range of texts both fiction and non-fiction, which involve more complicated plot, themes and ideas.

An avid reader, Thomas participates fully in all reading activities.

is able to find, select and retrieve information and his vocabulary knowledge continues to develop.

He reads at a high level and shows an understanding of the themes that may run through the texts that he reads.

enjoys discussing books and making recommendations to others and he transfers his reading abilities across all curriculum areas.

Make links between written and visual information.

reads a variety of texts with increasing understanding.

can locate and use ideas and information, to show understanding.

can skim and scan for information.

can read for sustained periods of time and he enjoys listening to shared stories.

Continue to consistently read for meaning.

Use evidence from the text within his answers.

Identify and show an understanding of main ideas.

has continued to make excellent progress.

enjoys reading for sustained periods of time and visiting the library, where he can select books that interest him.

tries to answer follow up questions fully and uses evidence from the text.

enjoys listening to shared novels.

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She/he comprehends difficult texts, providing thoughtful and complex ideas to back up her/his answers.

She/he demonstrates a commendable level of fluency when reading aloud.

She/he completes follow up and independent reading activities with quality in mind.

His/her sentence comprehension is improving and he/she is providing greater detail when answering a question.

He/she makes inferences as he/she reads, making links between various aspects of the text.

He/she reads aloud slowly and carefully using some expression and fluency.

Develop strategies for finding new and unknown vocabulary.

He/she can be reluctant to read but, with encouragement, can find books which interest him/her.

Build reading stamina during silent reading.

'Child' reads clearly, fluently and with expression and he/she self-corrects as he/she reads.

He/she can quickly skim and scan what she reads for relevant information.

To understand new vocabulary, he/she uses clues in the text to determine its meaning.

She shares her/his ideas, and actively listens to and considers other peoples perspectives.

She/he has developed reading stamina, and is able to read for sustained periods of time.

Use clues in the text to find the hidden meaning (inferring).

Read more non-fiction texts, especially making connections between visual and written information.

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Choose enjoyable and appropriate texts.
Show understanding of texts read by discussing main ideas.
Make predictions before and during reading.
· Continue to use SHARP reading strategies e.g. I think that means . . ..

· Use his reading skills to find key words, the main   idea/s and the author’s purpose for writing a text.

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Develop fluency, phrasing, and expression.

Think critically while reading.

recalls information and makes predictions.

·           Read a range of text types.

Develop expression and phrasing.

Uses a range of strategies to solve unknown words like sounding out, chunking, reading on and back

Self corrects most errors
Breaks down sentences using "I think that means"

Make connections to prior knowledge

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Look for familiar chunks in words to help decode them, such as small words in compound words.

Re-read the text to check his word choices.
Find the answers to questions in the text.
Read with greater fluency and add expression.

Read with his eyes – no finger pointing.

He can re-read to help work out whether the word he has used makes sense.

Mace can locate information that is directly stated in the text, and make predictions.

· recalls information and details about what she has read.

· She self corrects some errors.

·  reads most sight word from Lists 1-5.

· Read with expression and phrasing.

· Sound out, chunk, or read on and back to solve unknown words.

· Begin to break down sentences to show understanding of what she has read.

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Fynn can use initial and dominant sounds to attempt to decode an unknown word.

He can make simple predictions about what might happen next in the text.

Fynn recognises and responds appropriately to simple punctuation and text features e.g. exclamation marks and bold print.

Look for familiar sounds and chunks in words to help decode them.

Look at the whole word and notice word endings e.g. –ed, -ing, -s.

Find information that is directly stated in the text.

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The reading standard The writing standard
The reading standard

After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum).

Key characteristics of texts at green level

Texts at green level have been designed with characteristics that include:

generally familiar contexts and settings

one text form, and one main storyline or topic, for each text

most content explicitly stated but also some implicit content that provides opportunities for students to make simple inferences

illustrations that support and extend the meaning but may not exactly match the words

many high-frequency words

topic words and interest words (including a wide range of regular and irregular verbs and some adjectives and adverbs) that are likely to be in a reader's oral vocabulary and that are strongly supported by the context or illustrations

some visual language features such as diagrams or speech bubbles

sentences that run over more than one line but do not split phrases

dialogue between easily identified speakers

a range of punctuation, including speech marks and commas, to support phrasing and meaning.

These characteristics support the development of reading behaviours that are illustrated here.

Illustrating the reading standard

The Way it Was by Dot Meharry; illustrated by Spike Wademan

This text is levelled at Green 1.

In this non-fiction text, a young girl compares her life with that of her great-grandma. The illustrations expand on the information given in the written text.

The text follows a 'then/now' pattern, with the narrator stating what is the same for her and her great-grandma and what is different. The time difference is reinforced by the use of colour (sepia for the past and full colour for the present day) and by the use of content-specific vocabulary, such as 'great-grandma', 'fire', and 'stove'.

This example highlights the sorts of reading behaviours teachers could expect to observe in students who are meeting the standard. Sometimes these behaviours will be in response to teacher prompts and questions, and sometimes they will be spontaneous as the students notice and respond to the ideas in the text. These behaviours may be during the first or subsequent readings and discussion.

A Good Idea by Bill Nagelkerke; illustrated by Jeffy James

This text is levelled at Green 3.

This humorous narrative is about four animals who want to find some relief from the blazing African sun. The setting may be outside the direct experience of most students, but it is likely to link to their indirect experience of Africa through television, movies, and video.

The text has a repetitive, cumulative structure, and much of the story is conveyed through dialogue. The illustrations and other visual language features, such as thought bubbles, speech bubbles, and the use of colour (yellow for heat and blue for shade) support the meaning and add to the humour.

Because A Good Idea is available as a big book as well as a small book, students are likely to have been introduced to it within a shared reading lesson.

The story's theme is the importance of thinking and co-operation to solve problems.

This example highlights the sorts of reading behaviours teachers could expect to observe in students who are meeting the standard. Sometimes these behaviours will be in response to teacher prompts and questions, and sometimes they will be spontaneous as the students notice and respond to the ideas in the text. These behaviours may be during the first or subsequent readings and discussion.
Return to top
The writing standard

After one year at school, students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Key characteristics of students' writing at this level

Students will plan for writing, using talk or pictures. They will independently write simple texts, drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions.

The texts that students write will include, when appropriate:

an idea, response, opinion, or question

several sentences (including some compound sentences with simple conjunctions such as 'and')

some key personal vocabulary and high-frequency words

attempts at transferring words encountered in the writer's oral language or reading to their writing.

Illustrating the writing standard
On the weekend
The task exemplifies the writing demands of the English curriculum within level 1.

The students have been writing independently about their favourite holiday activity. They have been asked to plan, write, and then check their work.

This is the student's first draft. Features of the writing that demonstrate the standard are described below.

This example illustrates the sorts of writing that teachers can expect of students who are meeting the standard. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
I wonder why we have night and day?
The task exemplifies the writing demands of the English and science curriculum learning areas within level 1.

The students have been asked to write an explanation to answer the question 'I wonder why we have night and day?' The teacher has supported the students in this task by having them practise giving oral explanations on a familiar topic and by building their understanding of the topic through a variety of practical activities. The teacher has also provided appropriate reference materials and has explicitly taught relevant vocabulary.

This example illustrates the sorts of writing that teachers can expect of students who are meeting the standard. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
Return to top

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After one year / The standards / Reading and writing standards / National Standards / Kia ora - NZ Curriculum Online

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The reading standard The writing standard After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum).

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Asks questions and offers answers when called upon.

understands place value of whole numbers and decimals to 2 decimal places.

is whole number problems and perform calculations of addition and subtraction using a variety of strategies.

Use multiplication facts and place value to solve problems.

Develop further knowledge of decimals, fractions and percentages.

Develop confidence with using mental strategies to solve problems.

learns new concepts quickly and communicates strategies used in a clear and concise way.

has a good knowledge and recall of basic facts.

is able to apply his mathematical knowledge and skills to problem solving using the CUBE strategy.

can solve problems using fractions.

can use place value and tidy number strategies to answer multiplication and division problems.

basic facts knowledge is improving.

Consolidate use of place value strategy.

Develop decimal place value.

Continue to develop fractions, ratios and percentage knowledge.

Read and interpret everyday statements involving time, including 24 hour time.

participates in class lessons, answering questions and explaining his strategies.

is more confident with using a range of strategies.

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Chooses the appropriate strategy to solve problems.
She/he can add decimal numbers using a range of strategies.

Her/his strong place value knowledge allows her/him to round decimal numbers and multiply them by 10/100/1000.

She/he asks questions and will persevere until she/he grasps new, and often difficult, concepts.

He/she can add and subtract whole numbers using a range of strategies.

He/she has strong place value knowledge of whole numbers (e.g. multiply by 10-numbers & rounding).

He/she is a resilient worker and will persevere with a new concept until he/she has mastered it.

Develop place value knowledge of decimal numbers (e.g. tenths and hundredths).

Learn times tables 3x 4x 6x 7x 8x 9x.

Consolidate knowledge of the CUBES strategy when solving word problems.

Use known strategies when subtracting difficult whole number problems (e.g. 185 - 138).

Addition and subtraction facts to 20.

Complete follow up work without distraction.

He/she is beginning to think multiplicatively (not using skip counting or repeated addition).

He/she is willing to persist with a new concept, often with help from a peer, until she understands it.

·He/she confidently uses place value partitioning to add whole numbers.

He/she can confidently find fractions of a set, and at times, use multiplication to solve fraction problems.

She/he has developed strong knowledge allowing her to find fraction amounts of shapes, sets, and quantities.

Consolidate knowledge of converting fractions to decimals to percentages, and vis-versa.

# data[].attributes.body
· works out addition and subtraction problems confidently with materials. E.g. a number line or a hundreds board.

· Use his place value knowledge to help him solve    addition and subtraction problems with larger       numbers.

· Consolidate his knowledge of fractions.

· Begin to use the C.U.B.E.S. strategy to solve word problems

· Stay focussed until the task is completed.

· Work out answers rather than just guessing an        answer.

· Learn the basic facts that he does not know.

can add and subtract using tidy numbers.

· Develop his knowledge of fractions.

.

# data[].attributes.body
Mace can read numbers, and say the number before and after in the range 0-1000.

He applies counting on, counting back and place value strategies to solve addition and subtraction problems.

Mace can identify groupings of tens in two and three digit numbers (e.g. 7 tens in 70, 23 tens in 230).

Continue to use his place value knowledge to solve addition and subtraction problems to 1000.

Use his knowledge of doubles and basic facts to combine and partition whole numbers.
Confidently skip count backwards in twos.

uses skip counting and repeated addition to help him solve multiplication or division problems.
Learn the addition and subtraction facts that he does not know.
·           Consolidate his knowledge of using place value to solve addition and subtraction problems with larger numbers.

Begin to learn the 2, 5 & 10 multiplication facts.
·           Use place value knowledge to add and subtract numbers.

·           Identify halves, quarters, thirds, and fifths.

·           Know the number of tens in decades.

Recall basic facts to 10, doubles to 20, and halve and teens facts.
· beginning to use his basic facts and place value knowledge to solve problems.

· He identifies numbers to 1000 and says the number before and after in this range.

# data[].attributes.body
Use repeated addition to solve simple multiplication problems.
Count on or back from the biggest number in their head.
Can read and order numbers up to 100.
Can count forwards and backwards from any number up to 100.
Skip count in 2s, 5s and 10s up to 100.
Solve addition problems by counting on from the largest number.
Solve subtraction problems by counting back from the largest number.
Solve x problems by skip counting in 2's, 5's and 10's.

Iven can read numbers, and say the number after in the range 0-100.

He applies the strategies ‘counting on’ and ‘counting back’ to solve problems.

Iven can skip count forwards and backwards in twos.

He can identify common fractions, including halves, quarters, thirds, fifths and tenths.

Use place value strategies to solve addition and subtraction problems.

Identify groupings of tens in two digit numbers (e.g. 7 tens in 70)

Increase his knowledge of basic facts to 20.

Say the number before in the 0-100 range.

# data[].attributes.body
Can recognise halves and quarters and their names.
Can identify basic shapes and sort and group.
Describe, compare and measure objects.
Say the numbers from 0-20.
He is learning to correctly write the numbers from 0-20.
Adds amounts by physically counting all of the objects one by one.

He uses a number line and counters to help him add.

Is able to count a set of objects.
Is able to identify numbers in the range 0-10
Is able to identify numbers in the range 0-20
Is able to identify numbers in the range 0-100
Is able to name the number before and after in the range 0-20
Can skip count in 2s
Can instantly recall doubles to 10
Can recall basic facts
Can instantly recall groups within 5
Can instantly recall groups with 5
Can count backwards in the range 0-10
Can count backwards in the range 0-20

Fynn can read numbers, and say the number before and after in the range 0-100.

He can apply counting on to solve addition problems using materials.

Fynn can apply counting back to solve subtraction problems with teacher support.

He can skip count forwards in twos.

Use the strategies of counting on and counting back independently.

Know groupings with 10 (10 and 5 = 15).

Increase his knowledge of basic facts to 20.

Skip count backwards in twos.