Demonstration of understanding

identifies cues used to support instructions and/or routines.

recognises and responds to own name and other familiar words.

follows one-step instructions and shows understanding in a variety of contexts by attempting to imitate what they have seen and heard.

responds to familiar questions and follows one- to twostep instructions.

shows understanding of familiar story content, characters and vocabulary, and of factual accounts and step-by-step processes.

listens to fiction and non-fiction of increasing complexity and begins to infer meaning from context.

can follow three step instructions and respond appropriately to phrases used regularly in the school environment.

asks and responds to a wider range of questions and responds to instructions with more than three steps.

responds to a series of instructions, containing a variety of clauses and concepts.

analyses and reflects on a topic with others, recognising there are multiple dimensions and responds to and gives a series of complex instructions.

analyses information prior to responding, disregarding unnecessary information.

listens to and analyses conversations and aural texts.

paraphrases, reflects on and reframes what has been heard, identifying the  genre Genre
Genres are types of multi-sentence oral or written text structures that have become conventionalised for particular purposes with expected organisational patterns, as well as language features related to register e.g., narrative, informational, persuasive, and multi-genre. Simply put, genre refers to a selection of writing forms in order to recount, explain, entertain, inform, give instructions, narrate, persuade and justify opinions.  and purpose of texts; the main ideas and how they are sequenced; and the register and techniques used uses what they have heard to inform their own creation of texts.

compares and evaluates conversations and aural texts, reflecting on the effect of the language, ideas, register and techniques used on the  audience Audience
The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing.  /listener(s).

infers meanings which are not explicitly stated.

uses  aesthetic Aesthetic
The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically.  features of aural language (for example rhymes, puns, alliteration, assonance,  sound Sound
The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.  effects, music) in their own conversations and texts.