In this vignette, the Foundation teacher and her colleague discuss how she explicitly teaches the use of contextual, semantic, grammatical and phonic knowledge to support the development of phrased and fluent reading. She demonstrates explicit teaching, beginning with reviewing the students’ learning goals and modelling phrased and fluent reading.
A set of reading prompts the teacher has developed are displayed on support cards. The teacher explains and demonstrates the use of the cards in a one-to-one shared text experience to highlight the range of strategies a student can use when reading.
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 Mareeba State School, Queensland.
In the Australian Curriculum: English, the content descriptions related to the knowledge, understanding and skills of reading and comprehension strategies from Foundation to year 10 are represented in the Literacy strand of English, in the sub-strand, Interpreting, analysing evaluating. The content descriptions progress from an early focus on emerging text processing strategies and using contextual, semantic, grammatical and phonic knowledge; to the application of more complex text processing strategies, across a wide range of texts, in the later years of schooling.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icon of book
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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.