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Reading Milestone Certificates
F 1 2 3 4 5 6 Pre & Primary Essentials Resources Student Awards English Analysing, Interpreting & Evaluating 5 Pages

Reading Milestone Certificates

Encourage and incentivise student reading with these colourful Reading Milestone Certificates.

To support classroom or homework reading programs.

Having trouble downloading? Follow our step-by-step guide

Learning goals

  • We are learning to read short, decodable and authentic texts using phonic knowledge and monitor meaning.
  • We are learning to read short, decodable and predictable texts with familiar vocabulary and supportive images to make meaning.
  • 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.
  • We are learning to read texts fluently and use strategies to make meaning.
  • We are learning to read less predictable texts fluently and use strategies to make meaning.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar, phonics, re-reading and self-correction when reading.
  • We are learning to read new and different texts using word identification strategies and self-monitoring strategies.
  • We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
  • We are learning to select, navigate and read texts, using decoding strategies and identifying structural features to monitor meaning, e.g. table of contents, glossary, chapters, headings and subheadings.
  • We are learning to select, navigate and read texts, using decoding strategies and identifying structural features, e.g. table of contents, glossary, chapters, headings and subheadings.

Curriculum alignment

AC9E2LY04 9 Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting AC9EFLY04 9 Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge AC9E1LY04 9 Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge AC9E6LY04 9 Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E4LY04 9 Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed AC9E3LY04 9 Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required ACELY1691 8.4 Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing ACELY1702 8.4 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1712 8.4 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1679 8.4 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting ACELY1649 8.4 Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge ACELY1669 8.4 Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting 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
ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies 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 EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words ENE-PHOKW-01 new Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts ENE-REFLU-01 new Reads decodable texts aloud with automaticity 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
VCELY287 Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing VCELY318 Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning VCELY346 Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning VCELY256 Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking VCELY187 Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading VCELY152 Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge VCELY221 Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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