| T1 / 1–2 | Entry samples across genres. Repair priority word/sentence gaps. | Strand-specific goals. |
| T1 / 3–4 | Main clauses and embedded information. Read longer sentences for meaning. | Paraphrase without losing relationships. |
| T1 / 5–6 | Morphological families. Compare connotation and precision. | Word-choice explanation in context. |
| T1 / 7–8 | Evidence across paragraphs. Evaluate two possible summaries. | Balanced summary with exclusions. |
| T1 / 9–10 | Complex sentences for cause/time. Contrast and condition in sentences. | Accurate combined-sentence task. |
| T2 / 11–12 | Viewpoint and character development. Trace a recurring image. | Short analytical response. |
| T2 / 13–14 | Plan narrative tension through a choice. Revise pacing and the ending. | Multi-paragraph narrative. |
| T2 / 15–16 | Direct and reported speech. Edit reference and dialogue punctuation. | Revised conversation passage. |
| T2 / 17–18 | Compare nonfiction structures. Write an explanation, not a list. | Clear how/why explanation. |
| T2 / 19–20 | Prepare a purposeful presentation. Question evidence and clarify terms. | Talk plus question responses. |
| T3 / 21–22 | Read poetry for metaphor and sound. Compare two interpretations. | Supported poem commentary. |
| T3 / 23–24 | Compare two texts on one issue. Use a common comparison dimension. | Similarity/difference paragraph. |
| T3 / 25–26 | Build a proposal with developed reasons. Acknowledge a practical objection. | Revised reading-area proposal. |
| T3 / 27–28 | Subjective/objective language. Headline, image and caption effects. | Two versions of a school report. |
| T3 / 29–30 | Claims, evidence and assumptions. Qualify a sweeping conclusion. | Explain what evidence can support. |
| T4 / 31–32 | Consolidate longer-word spelling. Transfer sentence control to a new task. | Delayed independent application. |
| T4 / 33–34 | Adapt a message for two audiences. Explain changes in tone and detail. | Paired pieces with commentary. |
| T4 / 35–36 | Read an authentic First Nations text. Respond to its specific craft and context. | Respectful evidence-based response. |
| T4 / 37–38 | Plan a small text-based inquiry. Create and present a multimodal result. | Source-aware class project. |
| T4 / 39–40 | Complete Year 4 checkpoint. Recheck a gap and review growth. | Year 5 bridge plan. |