READING TARGETS &

ALIGNMENT TO TEXT TYPE

Foundation

WOODCROFT PRIMARY
LITERACY LEARNING
SCHOOL

Persuasive

Imaginative

Informative

High quality, balanced teaching of literacy must include The Big Six essential components of reading instruction:
Oral language: foundation for learning to read using vocab and grammar.
Phonological awareness: ability to focus on the sounds of speech and its different components; sounds (phonemes), words and syllables.
Phonics: relationship between sounds (phonemes) and the letters that represent them (graphemes)
Vocabulary: broad vocab and meaning of words make it easy to read and create sense from sentences.
Fluency: reading occurs without overt attention leading to meaning, including reading rate, appropriate phrasing and intonation.
Comprehension: requires engagement with the text at a deep level.
Targeted Focus - explicitly teaching structure, grammatical features and language
We will explicitly teach each of the 26 letters in the alphabet and the 44 sounds they create. We will be using consistent, correct vocabulary: digraph, trigraph, phoneme
features
(1 perPlus
term
orlist
equivalent)
. relevant structured spelling programs. F-2 will test and pass-over data to next years teacher.
We will use
the Oxford
word
and implement
Integrated
- use and
wherever
the
type for
relates
to your
of work across all
We will teach
the sounds
names
of genre
the letters
reading
and units
spelling.
We will ensure
that
punctuation,
subject
areas)
. sentence structure and handwriting is taught explicitly from F-7.
We will use the table on the reverse (aligned to the Australian Curriculum) to map and align text type to be explicitly taught per year level.
All students at risk are expected to have running records done regularly until they reach the appropriate level for their year level.
Expose: introduce through shared reading or guided reading.

WRITING

The greatest part of a writers time is spent in reading, in order to

write; a man will turn over half a library to make one book.
Samuel Johnson

SPELLING

HANDWRITING
ASSESSMENTREADING

READING
Process of reading

ReadingSA
program:
handwriting
A minimum of 3 times a week informed by assessment
DECODING
data.
+ MEANING
Analytical and
Of learning, as
Whole class
age
appropriate,
scaffolded
reading
activities
(in
students
=
COMPETENT
zone
of proximal
READING
development)
with focus on
synthetic approach
learning and for
Fundamental
skills
COMPREHENSION
Fine motor skillsSTRATEGIES
(know the word in
learning
Letter-sound correspondences
Correct pencil grip
Letter-sound combination (blending)
context and be able to
WTW (term 4 Week 7)
Making connections and prior knowledge

Correct
formation
read the word &
SEMANTIC Does this make sense?
Oxford Plus Spelling
of letters
understand its
GRAMMATICAL Does this sound right?
Test (term 4 F-2)
Posture
meaning along side to
Would we say it like this?
Making
Monitoring
sounds, letter
PHONOLOGICAL Does this look right?
Linked Script (from
connections
Visualising
SA Spelling Test (Term
Do the sounds match the letters?
patterns and word
(Text to self,
year 3)
1 Week 5)
Summarising
COMPREHENSION Do I understands what I read
Text to text
SA Spelling test is
lists).
Inferring
and Text to
only done once a
Assessment
Synthesising
RESOURCES
Sound and letter
world)
year. It is not to be
ThinkingPat-R
aloud
repeated at the end of Genre Map
knowledge (also
NAPLAN
Activating
Predicting
a school year.
Running Records
prior
onset and rime,
Text structure
Questioning

Even
Years
Test
A
Listening to individual reading
knowledge
phoneme isolation,
posters
RESOURCES
Odd Years Test B
phoneme blending,
The Big Six
YouTube
Literacy Secretariat
phoneme
NAPLAN
Resource
Centre
Websites
resource paper
segmentation)
Big books
iPads
Software WHAT?
Guided reading books/resources
Software
Alphabet knowledge
Resource Centre Picture books
The Daily 5
Sight words (Oxford
Non-fiction
texts
Oxford Plus wordlist
Jolly
Plus word list and
Class novel sets
Ziptales
Oxford Words:
Phonics/Gramma
NAPLAN Spelling
Take home readers
Sheena Cameron
Foundation read 0r
Leveled reading books Words Their Way TEACHING STRATEGIES
Guide)
200
Vocabulary chartsThe Caf book
Gradual Release of Responsibility
Word flyers
Phonics (Jolly Phonics) Year 1 read-write 0Spring
boards
The Writing Book 300
Setting the context
Common English
Year 2 read-write 0 Book introduction
Sheena Cameron
letter patterns
400
Shared reading
7 steps to Writing
Spelling rules
Modeled reading
Success - Jen
Reading aloud
Guided reading
Independent reading
We are all apprentices in a craft
where no one ever becomes a
master.
Ernest Hemingway

Questioning