<p> Suite of Cranbrook State School Reading Learning Goals</p><p>Static Goals</p><p>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</p><p>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</p>