English Developmental Continuum P-10 – Reading
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Word Level Knowledge: scaffolding learning from 1.25
Indicators of Progress
- Students say aloud one- and two-letter onsets and two-letter rime units that have predictable short vowel sounds, for example, ip, et, without recoding each letter separately; they can say these onset and rime units automatically.
- Students read unfamiliar one-syllable regular words with predictable short vowels by segmenting them into onset and rime, saying each unit and blending. Examples of these words are set, lap and bus.
- Students read automatically sight or reading vocabulary taught earlier without hesitation and add to this.
Teaching Strategies
Before Reading: Getting your knowledge ready for reading
The text used to model these teaching and learning strategies is A Strange Visitor by Mary O’Toole, published by Macmillan Company of Australia.
Modelling reading
Students read the words 'a strange visitor' after they have been read for them. They point to each word as they say it
Reviewing key words
Students review by reading some of the key words on the cards made the previous session.
Teaching Strategies for Non Fiction texts
Before Reading: Getting your knowledge ready for reading
The text used to model these teaching and learning strategies is Penguin Rescue by Katy Pike, published in the Go Facts series by Blake Education.
Focusing on key words
Some of the key words are written on the whiteboard and/or on cards and students read them:
- oil
- spill
- race
- save
- colony
- penguins