In this vignette, the year 2 teacher describes to the school leader how he teaches phrasing for fluent reading in a variety of ways. He explains that he focuses on phrasing because it supports fluent reading and fluency is important because of its relationship to comprehension.
The teacher models fluent reading and breaks text into meaning chunks while attending to punctuation. The students practise in echo and choral reading of the familiar text. Students synthesise and consolidate learning in ‘reader’s theatre’, an assigned-role reading of a familiar text.
Teaching phrasing, while emphasising the chunks of text that make meaning, is demonstrated when the students learn about the components of a clause. The teacher explains that this is important in order to raise awareness of the structure of sentences, of the punctuation that signals particular shifts in ideas, and of how they are connected.
The TeachingACEnglish project was developed by the Department of Education, Training and Employment, Queensland in collaboration with Education Services Australia.
This vignette was filmed at Freshwater State School, Queensland.
In the Australian Curriculum: English, the content descriptions in the early stages of schooling focus on developing students’ foundational knowledge of how language works. Students learn about the structures and functions of word- and sentence-level grammar and text patterns and the connections between them. Students also develop a clear, consistent and shared language (metalanguage) for talking about learning.
Across the years of schooling, students learn how texts are structured to achieve particular purposes, how language is used to create texts that are cohesive and coherent, and how texts about more specialised topics contain more complex language patterns and features.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
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 (ACELY1669)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icons of book and cogs
Please note: this resource does not address all focus areas of these standards.
This publication is funded by the Australian Government Department of Education, Employment and Workplace Relations.