Reading Expectations - Presentation
This presentation is a useful tool for the beginning of the year or each term, when students are introduced to different reading expectations that they should follow in order to build their independent reading skills.
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Learning goals
- We are learning to read decodable and authentic texts fluently using phonic knowledge and to monitor meaning using context and grammar.
- We are learning to read decodable and predictable texts fluently and use strategies to make meaning.
Curriculum alignment
AC9E1LY04
9
Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
ACELY1659
8.4
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-REFLU-01
new
Sustains reading unseen texts with automaticity and prosody and self-corrects errors
EN1-RECOM-01
new
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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