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Reciprocal Reading FlowChart
2 3 4 5 6 Pre & Primary Essentials Resources English Analysing, Interpreting & Evaluating 1 Page

Reciprocal Reading FlowChart

This flowchart clearly explains the Reciprocal Reading Process. Provide each reading group with a copy of this chart and they will always know how to work through the Reciprocal Reading process.

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Learning goals

  • 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 identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
  • 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 AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E5LY03 9 Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text 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 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 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 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 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 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 ACELY1701 8.4 Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
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 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 EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas 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 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
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 VCELY320 Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text 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 VCELY346 Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning 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

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

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