English Developmental Continuum P-10 – Reading
English Continuum Home | Reading | Speaking & Listening | Writing
Word Level Knowledge: scaffolding learning from 1.75
Indicators of Progress
- Students read 2–4-letter predictable rimes including regular vowel–vowel and vowel–consonant digraphs, and two- and three-letter onsets including consonant–consonant digraphs.
- Students use these to read relevant unfamiliar one-syllable words by recoding and blending.
- Students read automatically one-syllable regular words and sight reading vocabulary taught earlier.
- Students read unfamiliar words by making rime and onset analogy with known words.
- Students use word reading strategies based on this knowledge.
- Students recognise syllables in familiar two-syllable words and use these to read unfamiliar two-syllable words by analogy. For example, forget/forward .
Teaching Strategies
After Reading: Consolidate and review the text
The text used to model these teaching and learning strategies is A Strange Visitor by Mary O’Toole, published by Macmillan Company of Australia
Reviewing the written words used in the text
Some of the key words are written on the whiteboard and/or on cards and students read them.
There was a knock at the door.
The big feet were on the cold floor.
Teaching Strategies for Non Fiction texts
After Reading: Consolidate and review the text
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.
Reviewing reading
Students review by reading some of the key words on the cards made in the previous sessions.
oil
spill
race
save
colony
penguins
oil
tanker
sank
spilt
washed
up
coated
Reflecting on reading
Students are encouraged to reflect on their reading by answering the question:
- What things can you do to help you to understand what to do when you read?