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You can go to an overview of all the curricula here.
Language for interaction
ACELA1476 – Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELA1477 – Examine how evaluative language can be varied to be more or less forceful
Samples: Cultural Celebrations. Crocodiles. A Report about Bees. A Report about Rainforests. Venus Fly Trap. Bike Safety Talk.
Interacting with others
ACELY1676 – Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELY1792 – Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
ACELY1677 – Plan and deliver short presentations, providing some key details in logical sequence
Samples: A Planet Description. Cultural Celebrations. Crocodiles. A Report about Bees. How to Play Checkers.
Creating texts
ACELY1682 – Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
ACELY1683 – Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
ACELY1685 – Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
They draw on knowledge and skills that include:
Y3.W.1 – Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text
Samples: Clauses: subject and verb. Compound sentences - Simple use of conjunctions. Pronouns. Simple synonyms.
Y3.W.6 – Using a basic text structure to organise their text effectively for its purpose (e.g., a story with a beginning, a middle, and an end)
Samples: Description Writing Stimulus -Giraffes. Description Writing Stimulus -Animals.
Y3.W.8 – Attempting to write complex sentences
Samples: ch after a consonant. Look, Cover, Write - Rule: 'ch' or 'tch'?. Look, Cover, Write - Word building 'catch'.
Y3.W.9 – Constructing sentences in which the tenses are mostly consistent
Samples: Clauses: subject and verb. Compound sentences - Simple use of conjunctions. Past tense.
Y3.W.10 – Using capital letters, full stops, question marks, and exclamation marks correctly
Samples: Clauses: subject and verb. Compound sentences - Simple use of conjunctions. Pronouns. Simple synonyms.
Y3.W.3 – Encoding (spelling) unfamiliar words by:
Y3.W.3.c – Applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to write words correctly
Samples: ch after a consonant. Look, Cover, Write - Rule: 'ch' or 'tch'?. Look, Cover, Write - Word building 'catch'.
They draw on knowledge and skills that include:
Y4.W.1 – Using language and a simple text structure that are appropriate for the purpose, e.g., an orientation, sequenced events described in the past tense, and linking words to show sequence (for a recount)
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
Y4.W.2 – Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information
Samples: Contractions. Verb types. Action verbs. Sentence beginnings. Clauses with action verbs. Tense with verbs. Modal verbs.
Y4.W.5 – Using written language features (such as similes and onomatopoeia) and visual language features (such as illustrations and diagrams) to support meaning
Samples: Onomatopoeia. Compound sentences. Sentences - Connectives (conjunctions). Saying verbs. Quotation marks.
Y4.W.6 – Using mainly simple and compound sentences, along with some complex sentences, that vary in their beginnings, structures, and lengths and are mostly correct grammatically
Samples: Compound sentences - Simple use of conjunctions. Past tense. Sentence beginnings. Clauses with action verbs.
Y4.W.7 – Correctly using subject-verb agreement, tense agreement, and pronouns and prepositions
Samples: Clauses: subject and verb. Pronouns. Past tense. Verb types. Action verbs. Clauses with action verbs. Tense with verbs.
Y4.W.8 – Using capital letters, full stops, question marks, and exclamation marks correctly and using speech marks, commas for lists, and apostrophes for contractions correctly most of the time.
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Using commas in lists.
Key characteristics of students' writing at this level
3.WS.1 – These texts will include, when appropriate:
3.WS.1.a – Content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to a curriculum topic and that sometimes includes detail and/or comment
Samples: Description Writing Stimulus -Giraffes. Description Writing Stimulus -Animals.
3.WS.1.b – Mainly simple and compound sentences that vary in their beginnings and lengths and in the simple conjunctions used
Samples: Description Writing Stimulus -Giraffes. Description Writing Stimulus -Animals.
3.WS.1.c – Attempts at some complex sentences
Samples: Description Writing Stimulus -Giraffes. Description Writing Stimulus -Animals.
3.WS.1.d – Some specific vocabulary that is appropriate to the content of the text.
Samples: Description Writing Stimulus -Giraffes. Description Writing Stimulus -Animals.
Key characteristics of students' writing at this level
4.WS.1 – These texts will include, when appropriate:
4.WS.1.a – Content that is mostly relevant to the curriculum task, covers a range of ideas, experiences, or items of information, and often includes detail and/or comment supporting the main points
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
4.WS.1.b – Mainly simple and compound sentences that vary in their beginnings,structures, and lengths and are mostly correct grammatically
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
4.WS.1.c – Attempts at complex sentences
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
4.WS.1.d – Words and phrases, in particular, nouns, verbs, adjectives, and adverbs, that clearly convey ideas, experiences, or information.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
Literacy
W.2.1 – Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Samples: Bike Safety Talk. Homework Should be Banned. A Country Poster.
Literacy
W.2.5 – With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
W.2.6 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
Literacy
W.2.7 – Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Samples: Description Writing Stimulus -Giraffes. Description Writing Stimulus -Animals.
W.2.8 – Recall information from experiences or gather information from provided sources to answer a question.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
SL.2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.3 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1.a – Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.1.b – Build on others’ talk in conversations by linking their comments to the remarks of others.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
SL.2.1.c – Ask for clarification and further explanation as needed about the topics and texts under discussion.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
SL.2.6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
Literacy
L.2.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Samples: Verb types. Action verbs. Sentence beginnings. Clauses with action verbs. Tense with verbs. Modal verbs.
L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
L.2.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5.a – Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
L.2.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2.a – Capitalize holidays, product names, and geographic names.
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Literacy
L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.a – Compare formal and informal uses of English.
Samples: When I Woke Up. The Frog's Secret. My Froggy Friend. Elephants -Information Report. Gayle the Young Whale.
Literacy
W.3.4 – With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
W.3.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
W.3.6 – With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.