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Learning Intentions
& success criteria
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Learning Intention

'Students will be fluent readers that show they understand texts by accurately retelling them.'
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Alphabet Skills

Sound Skills

Popcorn Words

Guided Reading

Alphabet Skills
Learning Intention

'Students will know and use knowledge of letter-sound relationships to help decode words when reading.'
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Alphabet Skills
Success Criteria Alphabet Chant Success Criteria Letters & Sounds Phase 1 Success Criteria Letters & Sounds Phase 2 Success Criteria Letters & Sounds Phase 3

I can sing the alphabet song in the correct order.

Success Criteria Letters & Sounds Phase 4

I can say the name and sound of the letters s, a, t, i, p, n (in any order).
Success Criteria Letters & Sounds Phase 5

I can say the name and sound of the letters c, k, e, h, r, m, d (in any order).
Success Criteria! Letters & Sounds Phase 6

I can say the name and sound of the letters g, o, u, l, f, b (in any order).
Success Criteria! Letters & Sounds Phase 7

I can say the name and sound of the letters ai, j, oa, ie, ee, or (in any order).
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I can say the name and sound of the letters z, w, ng, v, oo, oo (in any order).

I can say the name I can say the name and sound of the and sound of the letters y, x, ch, sh, letters qu, ou, oi, ue, th, th (in any order). er, ar (in any order).

Sound Skills
Learning Intention

'Students will hear, name and manipulate a variety of sounds in words to enhance their ability to read and write texts.'
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Sound Skills
Success Criteria Words In Sentences Success Criteria Syllable Counting Success Criteria Onset ID Success Criteria Final Phoneme ID

I can identify how I can clap the many words are in a number of syllables sentence (e.g. It is in words (e.g. flower cold 3). 2).
Success Criteria Rhyme Detection Success Criteria Rhyme Production

I can say a word and then say the sound that is at the beginning (e.g. bucket - b).
Success Criteria Blending CVC Words

I can say a word and then say the sound that is at the end (e.g. wallet t).
Success Criteria Segmenting CVC Words

I can identify words I can blend 3 I can make up my that rhyme (e.g. sounds together and own rhyming words egg, peg, leg) using then say the word (e.g. tan, pan!ran). pictures. (e.g. f!i!n fin).
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I can say a word and then break it into three sounds (e.g. bag b-a-g).

Success Criteria Segmenting Blends

Success Criteria Onset Deletion

Success Criteria Boundary Consonant Deletion

Success Criteria Internal Consonant Deletion

I can hear blends at the start and end of words and break them into sounds (e.g. clock c-l).
Success Criteria Non-Word Reading

I can say a word I can say a word that I can say a word that begins or ends begins with a blend and then say it with a blend and and then say it again without using then say it without without the first the first sound (e.g. the inside blend sound in the blend read ead). sound (e.g. cliff (e.g. stop top). ciff).
Success Criteria Non-Word Spelling

I can use my letter and sound skills as well as blending skills to read nonsense words (e.g. flig).
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I can use my letter and sound skills as well as segmenting skills to write nonsense words (e.g. mulk).

Popcorn Words
Learning Intention

'Students will use popcorn words to increase their ability to fluently read unfamiliar texts.'
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Popcorn Words
Success Criteria Gold List Success Criteria Red List Success Criteria Blue List Success Criteria Green List

I can say each word I can say each word I can say each word I can say each word in the gold list like in the red list like in the blue list like in the green list like popcorn in any order popcorn in any order popcorn in any order popcorn in any order (maximum of 5 (maximum of 5 (maximum of 5 (maximum of 5 seconds on each seconds on each seconds on each seconds on each word). word). word). word).
Success Criteria Orange List Success Criteria Indigo List Success Criteria Violet List Success Criteria Pink List

I can say each word I can say each word I can say each word I can say each word in the orange list like in the indigo list like in the violet list like in the pink list like popcorn in any order popcorn in any order popcorn in any order popcorn in any order (maximum of 5 (maximum of 5 (maximum of 5 (maximum of 5 seconds on each seconds on each seconds on each seconds on each word). word). word). word).
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Success Criteria Purple List

Success Criteria Aqua List

Success Criteria Lime List

Success Criteria Lemon List

I can say each word in the purple list like popcorn in any order (maximum of 5 seconds on each word).
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I can say each word in the aqua list like popcorn in any order (maximum of 5 seconds on each word).

I can say each word in the lime list like popcorn in any order (maximum of 5 seconds on each word).

I can say each word in the lemon list like popcorn in any order (maximum of 5 seconds on each word).

Guided Reading
Learning Intention

'Students will be fluent readers that comprehend read texts by retelling and inferring knowledge of the text.'
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Guided Reading
Success Criteria PM Level 1 Success Criteria PM Level 2 Success Criteria PM Level 3 Success Criteria PM Level 4

I can fluently read and I can fluently read and I can fluently read and I can fluently read and retell a Level 1 text. I retell a Level 2 text. I retell a Level 3 text. I retell a Level 4 text. I use my reading finger, use my reading finger, use my reading finger, use my reading finger, pictures as clues, pictures as clues, pictures as clues, pictures as clues, sounding out, skipping sounding out, skipping sounding out, skipping sounding out, skipping and re-reading as my and re-reading as my and re-reading as my and re-reading as my strategies. strategies. strategies. strategies. Success Criteria PM Level 5 Success Criteria PM Level 6 Success Criteria PM Level 7 Success Criteria PM Level 8

I can fluently read and I can fluently read and I can fluently read and I can fluently read and retell a Level 5 text. I retell a Level 6 text. I retell a Level 7 text. I retell a Level 8 text. I use my reading finger, use my reading finger, use my reading finger, use my reading finger, pictures as clues, pictures as clues, pictures as clues, pictures as clues, sounding out, skipping sounding out, skipping sounding out, skipping sounding out, skipping and re-reading as my and re-reading as my and re-reading as my and re-reading as my strategies. strategies. strategies. strategies.
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Success Criteria PM Level 9

Success Criteria PM Level 10

Success Criteria PM Level 11

Success Criteria PM Level 12

I can fluently read and I can fluently read and I can fluently read and I can fluently read and retell a Level 1 text. I retell a Level 2 text. I retell a Level 3 text. I retell a Level 4 text. I use my reading finger, use my reading finger, use my reading finger, use my reading finger, pictures as clues, pictures as clues, pictures as clues, pictures as clues, sounding out, skipping sounding out, skipping sounding out, skipping sounding out, skipping and re-reading as my and re-reading as my and re-reading as my and re-reading as my strategies. strategies. strategies. strategies. Success Criteria PM Level 13 Success Criteria PM Level 14

I can fluently read and I can fluently read and retell a Level 5 text. I retell a Level 6 text. I use my reading finger, use my reading finger, pictures as clues, pictures as clues, sounding out, skipping sounding out, skipping and re-reading as my and re-reading as my strategies. strategies.

Learning Intention

'Students will be able to create sentences for an audience to read.'

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Word Writing Skills

Sentence Skills

Word Writing Skills

Learning Intention

'Students will be able to correctly write simple words and accurately form alphabet letters when writing.'
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Word Writing Skills

Success Criteria Alphabet Letters - 1 Success Criteria Alphabet Letters - 2 Success Criteria Sound-to-Letter Writing Success Criteria VC Words

I can correctly write I can correctly write I can correctly write I can correctly write the letters of the the letters of the any letter of the words that have two alphabet in order alphabet in order on alphabet when I letters when I hear with a guide chart. my own. hear the sound. them.
Success Criteria CVC Words Success Criteria CCVC Words Success Criteria CVCC Words

I can correctly write I can correctly write words that have four words that have letters (starting with three letters when I a blend) when I hear hear them. them.
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I can correctly write words that have four letters (ending with a blend) when I hear them.

Sentence Skills
Learning Intention

'Students will be able to create, edit and share simple texts with correct punctuation.'

Sentence Skills
Success Criteria 3-Word Sentences Part 1 I can use sentence starters to write 3word sentences (drawing a picture as the 3rd word). Success Criteria 4-Word Sentences Part 2 I can correctly write my own 4-word sentences (using a capital letter at the start and a full stop at the end).
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Success Criteria 3-Word Sentences Part 2 I can use sentence starters to correctly write 3-word sentences (using a capital letter at the start and a full stop at the end). Success Criteria 2-Part Sentences I can correctly write a sentence about a picture, thing or idea (using a capital letter at the start and a full stop at the end) that has two parts.

Success Criteria 3-Word Sentences Part 3 I can correctly write my own 3-word sentences (using a capital letter at the start and a full stop at the end). Success Criteria 2 Sentences

Success Criteria 4-Word Sentences Part 1 I can use sentence starters to correctly write 4-word sentences (using a capital letter at the start and a full stop at the end). Success Criteria 3 Sentences

I can correctly 2 I can correctly write 3 sentences that make sentences that make sense about a picture, sense about a picture, thing or idea (using thing or idea (including capital letters at the correct use of capital start and full stops at letters and full stops). the end).

Learning Intention

'Students will be able to think mathematically about a concept as they enhance their understanding and sense of numbers, their different representations and sequences.'

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Counting Skills

Number Sense Skills

Number Showing Skills

Counting Skills
Learning Intention

'Students will be able to count forwards and backwards from various numbers as they develop and enhance their understanding of number concepts.'

Counting Skills
Success Criteria Counting Forwards 1-10 Success Criteria Counting Forwards 1-20 Success Criteria Success Criteria Counting Backwards Counting Backwards 10-0 20-0

I can count from 1 I can count from 1 to 10 in the correct to 20 in the correct order and then order and then count forwards from count forwards from any number any number between 1 and 10. between 1 and 20.
Success Criteria Counting Forwards 1-50 Success Criteria Counting Forwards 1-100

I can count backwards from 10 to 0 in the correct order.

Success Criteria

I can count backwards from 20 to 0 in the correct order.

Success Criteria

Counting Backwards Counting in 2s to 20 100-0

I can count from 1 I can count from 1 to 50 in the correct to 100 in the correct I can count I can count forwards order and then order and then backwards from 100 in 2s from 2 to 20 in count forwards from count forwards from to 0 in the correct the correct order. any number any number order. between 1 and 50. between 1 and 100.
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Success Criteria Counting in 2s to 50

Success Criteria Counting in 2s to 100

Success Criteria Counting in 5s to 100

Success Criteria Counting in 10s to 100

I can count forwards I can count forwards I can count forwards in 2s from 2 to 50 in in 2s from 2 to 100 in 5s from 5 to 100 the correct order. in the correct order. in the correct order.
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I can count forwards in 10s from 10 to 100 in the correct order.

Number Sense Skills

Learning Intention

'Students will be able to articulate quantities of objects by naming the amount and describing it's different representations.'
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Number Sense Skills

Success Criteria
Number Sense 1-3

Success Criteria
Number Sense 1-4

Success Criteria
Number Sense 1-5

Success Criteria
Number Sense 1-6

Using the quantities of 1- Using the quantities of 1- Using the quantities of 1- Using the quantities of 13, I can see how many 4, I can see how many 5, I can see how many 6, I can see how many objects are shown: objects are shown: objects are shown: objects are shown: (1) as a whole group (2) when split into parts. Success Criteria Number Sense 1-7 (1) as a whole group (2) when split into parts. Success Criteria Number Sense 1-8 (1) as a whole group (2) when split into parts. Success Criteria Number Sense 1-9 (1) as a whole group (2) when split into parts. Success Criteria Number Sense 1-10

Using the quantities of 1- Using the quantities of 1- Using the quantities of 1- Using the quantities of 17, I can see how many 8, I can see how many 9, I can see how many 10, I can see how many objects are shown: objects are shown: objects are shown: objects are shown: (1) as a whole group (2) when split into parts.
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(1) as a whole group (2) when split into parts.

(1) as a whole group (2) when split into parts.

(1) as a whole group (2) when split into parts.

Number Showing Skills

Learning Intention

'Students will be able to recognise number digits and then use objects to represent their quantity.'
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Number Showing Skills

Success Criteria Showing Numbers 1-3 Success Criteria Showing Numbers 1-4 Success Criteria Showing Numbers 1-5 Success Criteria Showing Numbers 1-6

I can look at any number between 1 and 3 and then make the correct amount.
Success Criteria Showing Numbers 1-7

I can look at any number between 1 and 4 and then make the correct amount.
Success Criteria Showing Numbers 1-8

I can look at any number between 1 and 5 and then make the correct amount.
Success Criteria Showing Numbers 1-9

I can look at any number between 1 and 6 and then make the correct amount.
Success Criteria Showing Numbers 1-10

I can look at any number between 1 and 7 and then make the correct amount.
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I can look at any number between 1 and 8 and then make the correct amount.

I can look at any number between 1 and 9 and then make the correct amount.

I can look at any number between 1 and 10 and then make the correct amount.