Reading Goals Suite

Suite of Cranbrook State School Reading Learning Goals

Static Goals

Oral Language Date Phonemic Awareness pg 101 awareness test Date Phonics Date LEM manual Concepts of print – directionality of print, cover, title, Tells stories Rhyming blurb etc 1. I can tell stories 13. I can use words that rhyme 22. I know my concepts of print Word awareness eg: number of words in a Clear speech quality sentence Reading single phonograms (checklist) 2. I can use clear speech when 14. I can count the number of words in a 23. I can read single phonograms speaking sentence Volume Phonemic isolation Reading multiple phonogram 3. I can speak with a good volume 15. I can say common sounds in a word 24. I can read multiple phonograms Active listener Phonemic identity Syllables 4. I can listen carefully during 16. I can say common sounds in a group of 25. I can identify syllables and parts of a word discussions words Follows directions/instructions Phonemic categorisation Words from lists (magic 100) 5. I can follow directions and/or 17. I can say common sounds that are 26. I know my sight words instructions different in a group of words Concepts of screen – page numbering, table of Eye contact Phonemic blending contents, headings, navigations bars, links 6. I can maintain eye contact 18. I can join sounds to make a word 27. I know my concepts of screen Take turns Phonemic segmentation Reading successive seventeen 7. I can take turns during 19. I can break words into sounds and say 28. I can read the successive seventeen phonograms discussions how many sounds Phonemic manipulation Maintain a conversation rh, ps, pn phonogram 20. I can add a sounds to the beginning and 8. I can continue a conversation 29. I know rh, ps, pn phonograms end of a word Features of texts – chapters, headings, subheading, Phonemic substitution Stay on topic and, alphabetical order (dictionary), types of diagrams 21. I can take away a sound from the 9. I can stay on topic when I speak eg: timelines beginning and end of a word 30. I know all parts and features of texts Links to personal experience 10. I can link my speaking to personal experiences Ask relevant questions 11. I can ask questions relevant to the discussion Formal/informal talk 12. I can use formal and informal talk Suite of Cranbrook State School Reading Learning Goals

Cyclic Goals Fluency Date Vocabulary Date Comprehension Date Word by word reading Increasing bank of words eg: subject specific, lesson common Prior Knowledge 31. I can read word by word words and recognising these words in texts Uses prior knowledge to connect with text 39. I can read an increasing bank of words 52. I use my prior knowledge to understand the text Reading a simple sentence at a time Appropriate use of formal and informal terms Making Connections 32. I can read simple sentences including return 40. I can read and use formal and informal words Connects text to self to comprehend sweep - Text-to-text - Text-to-self - Text-to-world 53. I connect text-to-self, text-to-text, text-to-world Using phrases Vocabulary choices suit audience and purpose Describe characters traits 33. I can read phrases of words together 41. I can identify vocabulary to suit purpose and audience 54. I can describe character qualities Accuracy of reading – read on, re-read Learn extended and technical vocabulary Identifies text structure 34. I can read accurately using reading skills 42. I can read and use technical vocabulary 55. I can identifying text structure, purpose and audience Rate of reading Language features – conjunctions, modality, synonyms Questioning 35. I read at a good pace 43. I can identify and understand language features Ask questions to clarify content 56. I ask questions to clarify understanding Attending to punctuation – conventions of print Evaluative language can be varied to be more or less forceful Visualising 36. I can read using punctuation 44. I can identify and understand that language can be Make a picture or mental image more or less forceful 57. I can make a mental picture Prosody Learn new vocabulary from a range of sources to form a word Inferring 37. I can read using correct expression during bank eg: technical terms, figurative language Linking two ideas in text eg: problem and result (prep) phrasing 45. I can read and understand new vocabulary 58. I can link two ideas – problem and resolution Lilt in voice Differences between language of opinion and feeling and Recognise and explain cause and effect 38. I can read using a high or low pitched voice language of factual reporting or recording (inferring) 46. I understand the difference between language of 59. I can recognise and explain cause and effect opinion, feeling and fact Analyses the use of devices designed to position readers to Infer with supporting evidence take particular views – rhetoric, wit, cynicism and irony 60. I can infer using supporting evidence 47. I can identify and understand when wit, irony etc are used by the author Vocabulary can express greater precision of meaning Summarising 48. I understand vocabulary can express greater meaning Identifies the topic and the main idea of a text 61. I can identify the main idea and topic Words can have different meanings in different contexts Paraphrasing 49. I understand the multiple meanings for words 62. I can paraphrase a text Understand the uses of objective and subjective language and Summarise the whole text bias 63. I can summarise whole texts 50. I understand bias and objective and subjective language Investigate vocabulary typical of extended and more academic Evaluating texts Give an opinion and use reasons 51. I can read and understand vocabulary from Eg: I like it because…; I didn’t like it because… extended/academic texts 64. I can give an opinion with reasons Judge and justify whether the text was effective for its purpose 65. I can judge and justify if a text matches its purpose Recognise when an author is trying to influence what we think 66. I recognise when an author is trying to influence me Recognises that characters can be stereotyped in texts 67. I can recognise character stereotyping Challenge an author’s viewpoint 68. I can challenge an author’s viewpoint Use reliable information? 69. I can identify reliable and unreliable resources Synthesising Draw conclusions 70. I can draw conclusions from texts Change what we think about characters, events or text meaning as we gain new understanding 71. I change my view on characters, events and meaning from new understandings Synthesise, listen for and explain different perspectives in texts 72. I can explain different perspectives in text