![]() shows awareness of words that sound the same but are spelt differently (their, there, know, no).shows awareness that homonyms have different meanings in different contexts (right, mean, bat).identifies key words and the meaning they carry (nouns, verbs).selects appropriate reading paths when reading simple texts and navigates simple screen-based texts for specific purposes.uses visual and auditory cues to build meaning in multimodal texts (colour, shape and size of images, sound effects).pauses when meaning breaks down and attempts to self-correct.uses phonic knowledge, word recognition, sentence structure, punctuation and contextual knowledge to read simple texts (see Phonic knowledge and word recognition) (see Text complexity).recounts or describes sequenced ideas or information from simple texts with print and visual elements. ![]() identifies some differences between imaginative and informative texts (different styles of images in a fairy tale and instructions for a game).infers meaning by integrating print, visual and audio aspects of simple texts.expresses an opinion or preference for a topic or text.views and discusses the content and features of texts with predictable structures (identifies new or learnt information after reading).listens to texts to engage with learning area content (a text about family histories).reads and views simple texts independently (see Text complexity).recognises repeated words in a simple text (see Text complexity).demonstrates understanding of common morphemic word families when reading (identifies the word run in running).identifies sentence boundary punctuation (see Punctuation).pauses or appeals for support when meaning is disrupted.identifies simple grammatical features (identifies verbs to follow a set of instructions) (see Grammar).makes predictions (uses the cover of a book or screen image to predict the content).consistently reads left page before right page.uses some phonic and contextual knowledge to decode simple texts (see Phonic knowledge and word recognition).demonstrates one-to-one correspondence by pointing to words in a continuous text or in the environment (see Phonic knowledge and word recognition).makes connections between texts and personal experiences.makes relevant comments or asks relevant questions to demonstrate understanding of the text.demonstrates understanding of a range of texts read by adults.reads and views simple texts with adult support (see Text complexity).Where appropriate, examples have been provided in brackets following an indicator. Subheadings have been included to group related indicators. The listing of indicators within each level is non-hierarchical. The abbreviation for this sub-element is UnT. This may include digital technologies, sign language, braille, real objects, photographs and pictographs.Įach sub-element level has been identified by upper-case initials and in some cases lower-case letters of the sub-element name followed by ascending numbers. Some students will communicate using augmentative and alternative communication strategies to demonstrate their literacy skills. The text complexity advice includes four levels: simple, predictable, moderately complex and sophisticated, and describes the scope of texts students need to be able to work with to be successful in the Foundation to Year 10 Australian Curriculum learning areas. This sub-element references Text complexity at Appendix 6. The sub-elements that support Understanding texts are bracketed at the end of relevant indicators. The sub-elements Phonological awareness, Phonic knowledge and word recognition and Fluency provide detail for this sub-element and allow teachers to focus on specific aspects of reading where required. This sub-element is organised into three subheadings: comprehension, processes and vocabulary. ![]() Texts include components of print, image, sound, animated movements and symbolic representations. Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning.
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