Vocabulary of high school Full use of the curriculum cycle Online Life, Books (Personal At this stage, there

At this stage, there is the complex syntax and fluency,

Stage 4
Typically, 15 to 18
years old (Grade 10 to
“Literacy can be seen as dependent on instruction, with the graduate: around 40,000
words or more. There is a
corollary that quality of instruction is key. This view emphasizes systematic study of words
and word parts. Reading
the developmental nature of literacy — the passage of children comprehension is better than
to research, critically analysis,
adhere to genre convention and
write in diverse forms for
multiple audiences. Includes
hybrid/multimedia texts, feature
Enjoyment), Magazines and
Articles, Youth-Focused Media
Academic Fiction & Academic
Non-Fiction (histories, social
sciences, & practical trades)
development of depth of
understanding of key concepts,
STAGE 4: 15 to 18 years old
Conceptual/Issue/
Problem Discussion
continued language &
processes and contexts related to vocabulary development,
particular disciplines; a greater formal speaking & listening
Comprehension Canopy Examination of Issue
(Disciplinary Knowledge (How to Approach
emphasis on applying different
in Nature) - factual
- conceptual
- procedural
Problem)

skills, sophisticated reading

12) for L1 learners. listening comprehension of articles, disciplinary literacy — Untamed: The Wild Life of subjects knowledge and skills to - situated

And achieved in 4.5 to
7 years for ELLs and
adult learners.
through successive stages of literacy, in each of which the reading materials of difficult content
and readability. For poor
and writing tasks change qualitatively and the role of the readers listening
comprehension may be equal
instructor has to change accordingly.”
(science reports/art reviews),
extended reports, extended project
& critical essays, advanced
compositions & exams, and
Jane Goodall by A Silvey;
Remembering Babylon by David
Malouf; Here on Earth by Tim
Flannery; Journey to the Stone
the worlds of work and society; Writing & Composing
to Represent
- disciplinary
- meta-cognitive
- meta-linguistic
Research &
Synthesising
& writing skills with the
a greater emphasis on students’ Knowledge
ability to synthesise
ability to conduct investigations Examining, Applying
information & apply
and engage deeply in decision
Critiquing Findings

to reading comprehension. functional communication Country by Alex Miller. making = 15–18 yrs old disciplinary perspectives.
Grade 7: (147); (158); (167) Halliday’s ‘synoptic/dynamic By end of Yr 8: Reads a wide Students study concepts
Stage 3b — (Chall, 1996 as referenced in Snow, 2004) Grade 8: (156); (167); (171)
Silent Reading Gr 9: 214wpm
Abstract dictionary definitions
given for words. Learners are complementarity’ stage, learners
become more adapt at moving
range of increasingly complex
subject texts for sustained
associated with distinct
disciplines; It also includes
STAGE 3: 9 to 14 years old
Vocabulary &
Conceptual
learners are consolidating
general reading, writing &
exploring “shades of Development

Typically, 12 to 14 meaning”. Learners are between spoken and written periods; Identifies multiple contemporary contexts in which Comprehension Reading learning strategies whilst
years old (Grade 7 to Oral fluency rates should plateau exploring complex academic discourse = 12 yrs old+ purposes for which texts are the discipline can be learned Canopy Morphological
to Learn

at the end of Grade 8. Learners
9) for L1 learners.
may increase their silent reading
And achieved in 2.5 to rate, but their oral reading rates
5 years for ELLs and stay fairly steady thereafter. At
language (Tier Three words)
in information & academic
texts. Learners often encounter
diverse Tier Two words in
Poetry, fictional narratives, short constructed. and issues impacting the
Development
being required to develop
Sustained Fluency
& historical fiction, test writing — Pennies for Hitler by J understanding of different Silent Reading Development
more sophisticated
such as extended responses, French; After by M Gleitzman; disciplines in the world; In a Writing & Composing
to Represent
Grammatical
Mini-lessons
Collaborative
disciplinary knowledge &
biography, essays, expositions, The Ink Bridge by N Grant; subject like science, the unifying Knowledge
Knowledge Building

adult learners.
Spell it by rule = 9 - 11 yrs old
Stage 3a States 70 sight words in 45
seconds* = 9 - 12 yrs old
Typically, 9 to 12 years Coordinate several strategies &
old (Grade 4 to 6) for Derivational Relations
Stage 3b, students need to read
fluently, with comprehension and
with stamina.
Grade 4: (99); (112); (118)
Grade 5: (105); (118); (128)
Grade 6: (118); (132); (145)
In Stage 3a, students should be
humanities (English language
arts) texts = 12 - 14 yrs old
Vocabulary in school texts is
more abstract & specific than
in conversation (Tier Two &
Three words). Explains
multiple-meaning words.
hybrid/multimedia texts, feature
articles, disciplinary literacy
(science reports), and more.
Conventional writing (plan,
form & intent) = 8 yrs old+
Full development step into
cursive script; legible and fluent
handwriting so learner can focus
The Wrong Boy by S Zail; Are
You Seeing Me? by D Groth;
The Protected by C Zorn
By end of Yr 4:Reads short
novels with minimal illustration,
unfamiliar content, settings and
characters and challenging and
unusual vocabulary; Adjusts rate
ideas of energy, sustainability perspectives. Reading a
of systems, and equilibrium Critical
Discussions range of complex materials
12–15 yrs old
Understanding develops by
examining these smaller
components and how they are
STAGE 3: 9 to 14 years old
Vocabulary &
Conceptual
consolidation of constrained
skills whilst providing
Development
related = 8–12 yrs old Comprehension ample opportunities to
Children are grasping, Canopy Morphological
Reading
to Learn

(Advanced) Spelling = 11 - 14
L1 learners. And States 80 sight words in 45
achieved in 1.5 to 3 seconds* = 12 - 13 yrs old
years for ELLs and Knows Stress Rules (yellow
consolidating their ability to read
age-appropriate trade and
academic texts fluently. Fluency
is defined by three qualities:
Vocabulary is learned in
context in wide reading,
creates a virtuous or vicious
cycle. By the end of Stage 3,
on the form, purpose and
delivery of messages = 9 - 10
Learner increasingly identifies
difference between spoken and
of reading to suit text complexity applying and discussing a
Development
explore topics through
and reading purpose. number of quite abstract
Sustained
Silent Reading
Fluency
Development reading, writing, speaking,
— The Binna Binna Man by concepts = 9 - 12 yrs old Writing & Composing
to Represent
Grammatical
Mini-lessons
Collaborative
listening & viewing for a
M McDonald & B Pryor; The Identifies the difference Knowledge
Knowledge Building

jacket vs. yellow jacket) 12 - 14 accuracy, speed and prosody. reading & listening are equal written language; is acquiring Arrival by S Tan; The Killing between description and range of purposes in diverse
adult learners. Spell it from knowledge = 13 Fluency readers also have strong for those who read very well, discourses reinforced by Sea by R Lewis; Flood by J explanation = 10 - 12 yrs Critical
Discussions
knowledge areas.
yrs and old vocabularies. reading may be more efficient. experience & social context French and B Whatley old
Sound deletion (initial and final Can print many words with Quality Read-Aloud Books (for continuing practice in
Stage 2 positions) = 7 yrs old
States 50 sight words in 45
seconds* = 7 - 8 yrs old
Grade 2: (40); (62); (92)
Grade 3: (79); (93); (114)
School introduces new words
not encountered in dexterity and correct slope, size,
shape and spacing; move to the
instructional purposes), Age-
Appropriate Books to Practice
Children learn about how
things grow, live and change;
STAGE 2: 7 to 9 years old
Vocabulary
Language
constrained skills (phonics,
Consolidated (orthographic) conversation (Tier Two and and can carry out guided Building
spelling & grammar) with
Typically, 7 to 9 years Sound deletion (initial position, phase = 7 - 9 yrs old In Stage 2, there is a Tier Three words). Word Mature Tripod Grasp = 7 - 8 Independent Reading, Age- investigation involving several Comprehension Canopy Reading
Practice

old (Grade 2 to 3) for include blends) = 8 yrs old Within-Word Pattern considerable emphasis on definitions include synonyms Shows conventions of print Appropriate Information Books steps; Children should be
Engaging
Experiences
Knowledge
- factual
(Lots of It) increased practice on
(punctuation, capitals) = 7 - 8 to Challenge Thinking , - conceptual

L1 learners. And (Transitional) Spelling = 7 - 9

Sound deletion (medial and final Spell it by pattern = 7 - 9 yrs
children learning to read fluency and categories. At the end of
Can construct two consecutive, Engaging Book Series (diverse
guided to use diagrams and - procedural
- situated reading for fluency, reading
so they can successfully make the Stage 2, about 3000 words models as well as tools to - affective
to learn, writing to express
achieved in 6 months blend positions) = 9 yrs old States 60 sight words in 45 transition to reading to learn in can be read and understood correct sentences = 7 - 8 yrs old cultural perspectives) collect data = 7 - 8 yrs old
Writing
(Moving Toward
- meta-cognitive
- meta-linguistic
Shared &
Guided Reading

to 2 years for ELLs seconds* = 8 - 9 yrs old Stage 3. and about 9000 are known Children are entering into the — Year of the Dog by G Lin; As they progress, children will
Conventional Forms) Practice
ideas, and writing
Ages when 80–90 % of typical Morphological (by meaningful written world (NB: children’s Ancient Thunder by L Yerba;
and adult learners. students achieved a phonological units) = 9 yrs old+
when heard. Listening is still
written language may lag up to Uno’s Garden by G Base;
begin to work in a more Phonics & purposefully; consolidating
Partner reading; fluency practice more effective than reading. systematic way, 8–12 yrs old
Orthography

Accurately tracks print
Stage 1
Knows all the alphabet
skill.
Compound word deletion &
Syllable deletion = 6 yrs
learning to read
3 years behind oral language) Mirror by J Baker
Partial alphabetic phase ( by Organisation of lexical More Alphabet Books, More
STAGE 1: 6 to 7 years old
Grade 1: (WCPM 20); (40) knowledge from episodic to Invented spelling = 5 - 7 yrs Young children have an direct, systematic instruction
visual & salient parts) = 4 - 6 Beginning writing = 6 - 7 yrs Counting Books, More Word intrinsic curiosity about their
Vocabulary

Identifies beginning & end
Typically, 6 to 7 years consonant sounds
old (Grade 1) for L1 Locates print convention
(punctuation, capitals)
learners. And
Blending 2-3 phonemes = 6 yrs
Segment phonemes in words
with simple syllables with 2 –3
phonemes (no blends) = 6 yrs
Segment phonemes in words that
Spell it like it sounds = 4 - 7
Letter Name-Alphabetic (Semi-
Phonetic) Spelling = 4 - 7 yrs
States 40 sight words in 45
seconds* = 6 - 7 yrs old
In Stage 1, children require
semantic networks. Average
Children develop skills to convey Books, More Animal Books, as immediate world and a desire
Language
Building in letter/sound (phonic)
regular practice with connected
expressive vocabulary size:
info to others beyond immediate well as “Decodable” Texts, to explore and investigate Engaging Interactive patterns; developing basic/
5,000 words. = 5 - 7 yrs Information Books, Great Experiences Read-Alouds
text to develop fluency and literal moment = 36 –72 mths things around them; Knowledge
- factual intermediate vocabulary;
comprehension. New functions emerge, including Stories, Popular Nursery Exploratory, purposeful play - conceptual
Focus on consolidating Tier Rhymes & Songs, and Books - procedural
basic writing; shared/
reporting on past events, is a central feature of their - situated

achieved in 0 to 1 Ultimately, the child knows a have up to 3–4 phonemes Decoding (alphabet) phase (by Children should also expand
One words and introducing
reasoning, predicting, expressing About Common Experiences investigations; Observation, Writing
- affective
- meta-linguistic Phonological &
Phonemic Awareness guided/interactive reading/
years for ELLs and book, how books are organised (include blends) = 6.5 yrs old grapheme & phoneme) = 6 - 7 Tier Two words. Most — Discovering Nature’s (Joint & Interactive)

and know what we do with
adult learners. books (e.g. tell stories, explore
information)
Follows pictures/shared reading
Stage 0 Engages in pseudo-reading (e.g.
page turning)
Typically, birth to 6 Attends to print features
years old for L1 Knowledge of letter names and
Substitute phoneme to build
words with simple syllables (no
blends) = 6.5 yrs old
Awareness of rhyme emerges &
Ability to produce rhyme emerges
= 24 - 36 mths
Rote imitation of rhyme/
alliteration = 4 yrs old
yrs old
States 50 sight words in 45
seconds* = 7 - 8 yrs old
Pre-alphabet phase (by visual/
contextual cues) = 3 - 5 yrs old
Emergent (Print Concept)
Spellers = 3 - 5 yrs old
Knowledge of letter names and
their sight word vocabulary and
reading common phrases with
accuracy, speed and prosody.
For most children, the brain has
not matured enough for a child
to read even the simplest
connected text independently
prior to the age of 5.
children can understand up to
4000 words when heard but
can read about 600.
3–50 words. Name people &
objects = 8 - 12 mths
Average expressive vocab:
50–100 = 12 - 18 mths
Average expressive vocab size:
empathy, creating imaginary
roles and props, and maintaining
interactions = 42 - 60 mths
Scribbling/drawing/attempts
at representing —> non-
phonetic letter strings / Mock
writing —> Writing the
known / Writing letters —>
using the senses in dynamic writing; decodable texts -
Alphabet by K Castella & B ways, is an important skill in
Boyl; Dirty Bertie by D Roberts; Initial Reading/ Letter and
learning to read
these years = 5–8 yrs old Decoding Early Phonics
Penguin by P Dunbar
Alphabet Books, Counting
Books, Word Books, Tactile
Books, Animal Books, Simple
Students explore familiar
topics such as “Family,
STAGE 0: Birth to 6 years old
Vocabulary
Language
early language, early
Object Books, Great Stories,
Friends, Animals, Wind and Building vocabulary, print
Water, The World of Colour, Engaging Interactive
awareness, shared reading,
Popular Nursery Rhymes & Things That Grow, Numbers
Experiences Knowledge Read-Alouds

sounds emerges Rhyme recognition, odd word sounds emerges = 4 - 5 yrs old 200–300 = 18 - 24 mths Uses a palm grasp, often Songs, Books About Common in Our World”;
- factual
letter recognition,
learners. And
- conceptual

Knows less than half the
achieved in 0 to 6 alphabet
out, phonemic changes in words
Clap, count syllables = 5 yrs old
Partial alphabetic phase ( by
visual & salient parts) = 4 - 6
Therefore, fluency instruction for
Stage 0 includes practice reading
Uses/knows spatial terms
(in, on) = 30 - 36 mths
long-sighted, eye strain with Experiences (e.g. Gardening or Students learn to predict,
- procedural
- situated
phonemic awareness, early
close attention (large format Cooking) categorise, observe, solve Writing
- affective
Phonological &

months for ELLs and Knows you read from left to
right (directionality)
adult learners. Concept of a Word in
Print/Text
Ability to segment words into
phonemes begins = 5 - 7 yrs old
Noticing/remembering separate
phonemes in a series = 5.5 yrs
Spell it like it sounds = 4 - 7
Letter Name-Alphabetic (Semi-
Phonetic) Spelling = 4 - 7 yrs
Recognises 15 sight words = 5
high frequency words, sight
words, rhyming texts and choral
reading.
Knows colours & kinship
terms = 36 - 42 mths
Knows shapes & size words
(small) = 42 - 48 mths
important) —> Moves from
palmer grip to incomplete
tripod grip
e.g Does a Cow Say Boo? by
Judy Hindley; Wanted! Have
You Seen This Alligator? by
Richard Waring.
(Emergent & Interactive) Phonemic Awareness
phonics, emergent writing,
problems, measure, investigate
and manipulate materials = rich experiential learning.
Letter and
2 - 5 yrs old Early Phonics

Alphabetic Fluency Vocabulary Writing Stage- Knowledge Key Key

Concepts Phonemic
Note: ELL & adult
Principle Development Appropriate Teaching Teaching
rates of learning are of Print Awareness
(including Reading Practices/ Principles
impacted by (a) levels of
existing literacy (.e.g in first language) , (b) the quality and intensity spelling) Material Routines
of current instruction/opportunities, and (c) motivation/perseverance.
 Knowledge
Cognitive Alphabetic Phonological Learning Using Functions (Domains), Motivation, Environments,
STAGE EXPLANATION
Skills Principle & Phonemic Words Words of Language Thinking & Interest & Resources
Awareness Reasoning Expertise & Relationships

Concept of Print developed Progressively developing a Learners are performing When learners use language, As a learner explores their We learn to use language with In Stage 0, there is a
through environmental print and Developing phonological vocabulary. Often learned in Placing the words in different functions with they use language to speak world, he/she develops others, in contexts, with significant priority placed on
Attention plenty of shared book reading language: recounting, about stuff, for want of a interests, passions, expertise materials about stuff. Actual
awareness (7 Steps) context and/or in topical grammatical sentences in acts four distinct skills: oral
clusters. of communication and requesting, imagining, better term. This stuff could and these qualities drive the joint practices - such as
exploration. commanding, explaining, be about breakfast, dinosaurs, learner’s questioning, cooking - can be an activities. language development,
The learner gains a concept of comparing, questioning and gardens, superheroes, fairy researching and learning Dialogic reading of quality
Perception the 26 letters of the alphabet. Helpful to consider words in
more tales, and more. habits. picture/story books is also a
phonological/phonemic
0
Tiers 1, 2 & 3. Also, helpful awareness, early alphabetic
Developing phonemic to consider words in traditional source of language learning.
awareness awareness grammatical categories. skills and engaging experiences
The learner is developing an (manipulating words and the with books/texts. It is
Recognising Patterns 44 phonemes of English)
initial understanding of letter- Typically developing children assumed that children have
sound correspondence. enter Kindergarten with 5,000 Receptive & Expressive Oral Language Skills in the Context of Activity
(consonants & single letter to 6,000 words. Some children strong language skills by the
Employing Memory vowels) may have as few as 1,000. time they start school.
- short term In Stage 1, there is a targeted
- working NOTE: Controversial - yet potentially very true - statement from eminent literacy academic
Dialogic-Interactive Reading,
focus placed on systematic
- long term Decoding Catherine Snow, “Once you turn your focus to rich, meaningful content (for learning, exploring Language Experience Approach, Story instruction of decoding skills
discussing and debating), then language takes care of itself.” Dictation, Emergent Writing,
& Spelling (for Learning to Talk by Talking) and a progressive introduction
Skills Interactive Writing, Shared Writing, to decodable texts. Teachers
Sequencing & Joint Construction and Establishing
1 Categorising NOTE: By age 6, most children understand
thousands of words they hear but can read few A learner’s familiarity with
diverse grammatical structures
A learner’s familiarity with the
Communities of Practice
can use the Language
Experience Approach and rich
if any of them. At the end of Stage 1, most structure and tones of different experiential learning to use
children can understand up to 4000 or more A learner’s budding fluency is (including pronoun tracking ways of writing will help collective explorations as
Visualising & words when heard but can read about 600. At assisted by his/her knowledge and tracking embedded clauses) them read similar texts fluently
the end of Stage 2, about 3000 words can be helps the learner’s ability to prompts for academic learning.
Simulating of words and of the way and with appropriate
read and understood and about 9000 are words work read fluently expressiveness. Important to foster the
known when heard. imagination and questioning.
Conceptualising, By Stage 2, teachers are
Classifying & expecting learners to be
Exemplifying making progress toward
fluency, independent reading
and early textual writing

2 Associating, Comparing,
& Contrasting
Becoming a
Skilled and
Sustained
Independent
Writing
Workshops
Reading
Workshops
Topic-Theme-
Based
skills. Learners are presented
with familiar topics so they
Fluent Reader Silent Reading Investigations apply general learning and
note-taking skills. Teachers
Rule Following & Rule should provide plenty of
Generation opportunities to represent their
Morphological knowledge and ideas.
Awareness in
Situated Cognition Print Increases Stage 3 is the known by the
oft-cited shift from learning to
Sustained Topic-Theme- read to reading to learn. It is
Writing Reading Discussions &
Meta-Cognition Independent Based assumed that learners have
Workshops Workshops Debates consolidated decoding, spelling
Silent Reading Investigations
3
and reading skills. Learners
Strategic Knowledge & should be challenged to read,
Task Assessment discuss, record, critically
examine, and write about
Developing Academic Vocabulary, Word-Solving Skills in Text, texts. Learners should be
Critical Thinking Skills Analysing Word Meanings challenged to use their
imagination and reasoning.

Problem Solving
Reading for Diverse Purposes, Gathering Information from In Stage 4, literacy instruction
NOTE: By Stage 3 & 4, it is assumed that the learner has Multiple Sources, Critically Examining Perspectives, Beliefs is completely different from the
Behaviour
truly mastered all of the core literacy components, such as and Ideas early reading experiences of
decoding skills, spelling, fluency, core vocabulary, general reading Stages 1 to 2. In this stage,
comprehension and general writing procedures and forms. Skilled learners are required to
Processing & Summarising Ideas, Responding to Ideas, Formulating process, examine, and respond
readers and writers should be able to monitor comprehension,
4 Synthesising Multiple
Sources of Information clarify unclear items (e.g. technical words) and collaborate with
Connections, Drafting Texts, Participating in Discussions/
Debates, and Applying Critical Perspectives
to diverse range of
information for domain-
others to refine interpretations and composition. Consequently, specific purposes. At this stage,
literacy instruction can focus on complex ways reading, engaging, Navigating Domain-Specific Textual Practices (e.g. applying for learners are required to employ
Collaborative Skills & processing, assessing and responding to information and ideas.. a job, completing tax, preparing a film script) multiple learning processes to
Related Social Skills
complete tasks.
 Stage 0 (typically 6 mths to 6 years old)
ESL Pre-Production to Early Production
Child “pretends” to read, retells story when looking at pages of book
previously read to him/her, names letters of alphabet; recognises some
signs; prints own name; plays with books, pencils and paper. Child
acquires skills by being dialogically read to by an adult (or older child)
Description who responds to and warmly appreciates the child’s interest in books
and reading; being provided with books, paper, pencils, blocks, and
letters. Most children can understand the children’s picture books and
stories read to them. They understand thousands of words they hear by
age 6 but can read few if any of them.
Children are progressing well developmentally; They have regular and
rich encounters with age-appropriate books. They are developing a rich
and varied vocabulary. They have access to rich, playful environment
with the following features: (i) language-based manipulative (letters
stamps, wooden letter blocks, magnetic letters, etc); (ii) joint attentional
Assumptions play which is mediated by conversation turns, modelling of language,
etc; and (iii) ability to explore interests, engage in (dramatic) play, etc.
They are encouraged to draw, scribble, represent, etc. They see
parents/others who write/read and are encouraged to write/read with
parents/others (e.g. party invitations, grocery lists, etc)
**Significant oral language and phonemic awareness in this period**
Ability to segment words into phonemes begins = 5 - 7 yrs old
Knows less than half the alphabet = 4 - 5 yrs old (all alphabet by 6 yrs)
Accurately tracks print = 5 - 6 yrs old (concept of word by 5 yrs old)
Uses a palm grasp, long-sighted (large format important) = 3 - 5 yrs old
Example Scribbling/drawing/attempts at representing = 18 mths to 3 yrs old
Milestones Writing the known / Writing letters = 4 - 5 yrs old
Early childhood: readers as player = 6 month - 8 yrs old
Pre-reading (emergent reader) = 6 months - 6 yrs old
Learning to predict, categorise, observe, solve problems, measure,
investigate & manipulate materials = 2 - 5 yrs
Dialogic, Interactive Read-Alouds with a focus on:
— story engagement; oral language development, including vocabulary
development, retelling, describing and questioning; print awareness (for
the latter part of Stage 0); phonemic awareness (e.g. attending to rhyme,
alliteration and repeated sounds); and discussion of story grammar (e.g.
characters, setting, action, etc)
Growing awareness of print features, such as alphabetic awareness,
Concept of word, Concept of letters, and Recognition of high
frequency words (e.g. “Grug” in the series by that name).
General vocabulary development and a general focus on language
development. Train parents on the practices that will support their
child’s language development:
• Open-ended questions, Narrative talk, Context-eliciting questions
• Vocabulary, Verbal reciprocity between family members and the child
• Expanding on child’s verbalisations, Praising child’s verbalisations
Lesson • Ask what and why questions, Label and describe child’s activities and
Elements environment
Use direct instruction in alphabetic principles and phonemic
awareness. Teach children the components in the context of print:
• Phonological awareness, such as Rhyme , Syllables, Onsets and rimes
• Phoneme segmentation, Phoneme blending,
• Identify/categorise words by beginning letter/consonant
• Letter-sound correspondence
Give children opportunities to manipulate, trace, and hear the
sounds of letters. Give children the chance to become composers as
they move from scribbling to drawing to letters strings to jointly
constructed interactive texts.
Provide a lending library for parents. Instruct parents on how to
use nonverbal and verbal print-referencing practices when reading to
their children. Use books and toys to stimulate conversations.
Adults are encouraging children to use of two to three to multiple word
combinations within social contexts, and adults should implement
dialogic reading or effective shared reading for young children ages 2 to
5 years. Encourage children to ask questions and elaborate. Read books
Informal, and sing songs to/with children that include rhyme, alliteration,
repetitive phrases and related language/phonemic play. In the latter
Everyday part of this stage, adults can model how one tracks print in texts whilst
Practices reading. Adults should also model writing and co-construct everyday
text (e.g. shopping list, party invitations, and letters) with children. In
one’s environment, adults should verbally label objects with which
children are involved and draw the child’s attention to print in the
environment.
There is a focus on Oral Language development through diverse play
and purposeful activity with a key focus on vocabulary, grammar and
pragmatics; engagement with shared, dialogic Read Alouds that build
toward rich retelling and discussion; play with letters and numbers as an
introduction to the Alphabet Principle along with language awareness,
including Phonological and Phonemic Awareness. Learners need to be
Objectives involved in emergent Writing activities as well as an initial focus on
regular Sight Vocabulary. There should also be a global focus on strong
Motivational/Affective traits as well as Health and Nutritional
outcomes, including ear, nose and throat health.
An Observation Survey of Early Literacy Achievement, Test of
Preschool Early Literacy, School Entry Alphabetic and Phonological
Awareness Readiness Test (SEAPART), Phonemic Awareness Literacy
Screening (PALS) - PreK, Comprehensive Test of Phonological
Processing (C-TOPP), ), Letter Sound Short Form Assessment, Peabody
Assessment(s) Picture Vocabulary Task IV, Expressive Vocabulary Test (2nd Edition),
CELF-Preschool, Preschool Language Scale (PLS), Me and My Reading
Profile, Picture Walk Scoring Guidelines, Systematic Assessment of
Book Reading (SABR), CHELLO: The Child/Home Environmental
Language and Literacy Observation, Early Literacy and Language
Classroom Observation
Stage 1 (typically 6 to 7 years old)
ESL Early Production to Production
Child is learning the relationships between letters and sounds and
between printed and spoken words; child reads simple text containing
high frequency words and phonically regular words; uses skill and
insight to “sound out” new one syllable words. There is direct
instruction in letter-sound relations (phonics). The child is being read to
on a level above what a child can read independently to develop more
advanced language patterns, vocabulary and concepts. The language
read by the child is below the language understood when heard. In late
Stage 1, most children can understand up to 4000 or more words when
heard but can read about 600.
Children are making adequate progress in constrained skills. They have
entered school with a certain level of concepts of print. Children
achieved “concept of word” and can track print. They entered school
with a certain level of letter knowledge, with a basic knowledge of letter
sounds, and with emergent phonological & phonemic awareness. They
entered Grade 1 with experiences with emergent writing. They are
making adequate progress in unconstrained skills, including (i) progress
with (English) oral language skills; (ii) progress with (English) vocabulary;
and (iii) opportunities to explore age-appropriate topics through reading,
writing, speaking, listening, viewing and representing.
Organisation of lexical knowledge from episodic to semantic networks.
Average expressive vocabulary size: 5,000 words. = 5 - 7 yrs old
Ability to segment words into phonemes begins = 5 - 7 yrs old
Identifies beginning & end consonant sounds = 6 - 7 yrs old
Letter Name-Alphabetic / Spell it like it sounds = 4 - 7 yrs old
Invented spelling / Beginning writing = 5 - 7 yrs old
Locates print conventions (punctuation, capitals) = 6 - 7 yrs
Early childhood: readers as player = 6 month - 8 yrs old
Initial reading & decoding (novice reader) = 6 - 7 yrs old
Learn about cycles, ask key questions, draw diagrams = 5 - 6 yrs old
Children have an intrinsic curiosity about immediate world = 5–8 yrs
Continue with rich Dialogic, Interactive Read-Alouds with a focus
on:
— story engagement; oral language development, including vocabulary
development, retelling, describing and questioning; print awareness;
phonemic awareness (e.g. attending to rhyme, alliteration and repeated
sounds); and discussion of story themes and grammar (e.g. characters,
setting, action, etc)
Respond to popular picture books by creating appropriations of
picture books or picture books which are modelled off of imagined
stories. Also encourage purposeful literacy through the Language
Experience Approach and Dramatic Play.
Model for children the kind of complex syntax and vocabulary
diversity that you want them to develop. Encourage learners to
become word aware. In the classroom, reinforce vocabulary, concepts and
knowledge through theme/topic-oriented activities. Link
academic disciplines with age-appropriate opportunities to explore and
learn.
20% on a literacy block should be dedicated to word study (e.g.,
phonemic awareness, sight-word development, phonics instruction).
60% on reading (e.g., independent reading of self-selected texts,
guided reading of instructional-level texts, interactive reading
with comprehension instruction).
20% on writing and grammar (e.g., journal writing, interactive
writing, dictated writing).
If a child is struggling, they may require additional support.
3 × weekly for 35 min with an Adult-Child Ratio: of 1:2:
— Letter–sound recognition activity, Decoding activity, Sight word
activity, Short story reading activity, Partner reading, Practice Writing
(including Interactive Writing)
In relation to writing, the child has moved from scribbling to controlled
scribbling to nonphonemic letter strings to beginning writing to writing
the known. Therefore, adults should be encouraging the child to write
about known words and use invented spellings to extend beginning
writing, which can be extended through assisted performance. Adults
have secured concept of word by plenty of reading in predictable books,
dictations, and simple rhymes. During shared reading, adults should
increase the number of print-focused questions that they ask children.
To encourage independent reading, adults should select books that have
few words on each page, with a large type size, and with illustrations on
each page. The PALS website has engaging games that build
phonemic/letter knowledge.
Learners should be consolidating Phonemic Awareness. Learners should
know all their letters and have master consonant letter-sound
correspondence. Learners should be able to decode CVC words that use
the short vowel form. This includes consonant blend CVC words (e.g.
“fresh”, “much”, “pass”) Learners are developing sight words and
topical vocabulary. Learners have well-establish print awareness and can
track print, respond to print-based questions and develop an
understanding of punctuation. Learners are developing their ability to
draft rich, juicy sentences with the help of appropriate scaffolding (e.g.
visual scaffolds). Learners are gradually developing the skills to read
basic, decodable texts accurately and fluently, and should be provided
with ways to explore knowledge through assisted composition/writing.
An Observation Survey of Early Literacy Achievement, Comprehensive
Test of Phonological Processing (C-TOPP), Peabody Picture
Vocabulary Task IV, Expressive Vocabulary Test (2nd Edition), Clinical
Evaluation of Language Fundamentals - Fourth Edition (CELF-4), Z-
Test, Informal Phonics Inventory, Informal Decoding Inventory,
Running Records (from An Observation Survey of Early Literacy
Achievement, Test of Word Reading Efficiency (TOWRE) - Sight Word
Efficiency Subtest, Elementary Reading Attitudes Survey, Elementary
Writing Attitudes Survey, Picture Walk Scoring Guidelines, Systematic
Assessment of Book Reading (SABR), Early Literacy and Language
Classroom Observation, Classroom Literacy Environmental Profile.
Stage 2 (typically 7 to 9 years old)
ESL Production to Intermediate
Child reads simple, familiar stories and selections with increasing
fluency. This is done by consolidating the basic decoding elements, sight
vocabulary, and meaning context in the reading of familiar stories and
selections. There is direct instruction in advanced decoding skills; wide
reading (instruction and independent levels) of familiar, interesting
materials. Being read to at levels above their own independent reading
level to develop language, vocabulary and concepts. In late Stage 2,
about 3000 words can be read and understood and about 9000 are
known when heard. Listening is still more effective than reading.
Learner are making the slow gradual process of consolidating decoding
and spelling skills. They are reading age-appropriate texts with
assistance. They are exploring interesting, familiar topics (e.g. sports,
adventure stories). And it is still okay for these texts to be illustrated to
aid comprehension. Learners are developing writing from sentences to
paragraphs to basic texts.Teachers are equipped to (i) offer lots of
vocabulary enrichment; (ii) exciting interactive, joint compositions; (iii)
provide opportunities to enhance learners’ imagination; and (iv)
carefully elicit simple and complex conversations. Teachers must
encourage children and provide safe, supportive environments.
Language is used to establish & maintain social status. Increased
perspective-taking allows for more successful persuasion = 5 - 9 yrs old
School introduces new words not encountered in conversation. Word
definitions include synonyms and categories = 7 - 9 yrs old
Sound deletion (medial and final blend positions) = 9 yrs old
States 60 sight words in 45 seconds = 8 - 9 yrs old
Within-Word Pattern Spelling / Spell by pattern = 7 - 9 yrs old
Shows conventions of print (punctuation, capitals) / constructs two
consecutive sentences / print many words with dexterity = 7 - 8 yrs old
Grade 1: (WCPM 20); (40) / Grade 2: (40); (62); (92)
Children have an intrinsic curiosity about immediate world = 5–8 yrs
It is still important to encourage engaging read alouds; however, they are
now referred to as Shared Reading sessions. There is a new focus on
fluency based activities, such as choral reading, lead reading, echo
reading and readers’ theatre. In the shared reading, teachers should
- Teach learners how to use comprehension strategies
- Help students identify and use the text’s organisational structure to
comprehend, remember and learn content
- Guide students through discussion of the meaning of the text
- Select texts purposefully to support comprehension development; and
- Establish an engaging context to teach reading comprehension,
In relation to Writing, teacher should provide students with
- daily opportunities to write,
- using the writing process for a variety of purposes
- opportunities to become fluent (e.g. handwriting)
- opportunities to be part of an engaged community of writers
A Research-Based Classroom for Grade 2 would include:
- Greeting / Morning Meeting (to reinforce topic/theme discussion)
- Word Wall / Word Wizard Activities (15 minutes)
- Shared Reading (25 minutes)
- Word Work at the Within-Word Pattern Level (15 minutes)
- Guided Reading (for fluency practice) (1 hour)
- Writing
Supplementary practice for struggling readers should take
place 5 × weekly for 35 min at Adult-Child Ratio: 1:3 and include
- Reading fluency activity (e.g., repeated reading activity)
- Phonemic awareness activity
- Reading comprehension activity using decodable books with pre-,
during, and post reading activities
- Word study/phonics
- Writing
“Experts [agree] that emerging readers [and writers], no matter which
[literacy] philosophy is followed, have to practice, practice, practice.”
In this stage, adults need to model and encourage reading, and to select
reading material that is motivating to the learner. Practice makes
perfect, and - therefore - motivation is key. It is also important to foster a
child’s imagination, and to provide opportunities for learners to express
this imagination in images and words. Vocabulary needs to be
reinforced both indirectly and directly. It is important for learners to be
word curious. Adults need to engage in conversations with children to help
them learn new words and their meanings. And during reading, it is
important to pause to define unfamiliar words and discuss the book
upon completion of reading. In relation to phonics knowledge, teachers
and parents should draw learners’ attention to known words that use
patterns that are being learned in formal lessons.
Learners are developing their knowledge of within-word spelling
patterns, including complex vowel patterns. Learners should be moving
away from “spelling it like it sounds” and adopting “spelling it by
pattern”. Learners should be reading for a range of purposes using a
variety of comprehension strategies and benefit from diverse practice in
texts sourced from reputable, appropriate sources. Learners are
developing a rich vocabulary through direct and incidental instruction
and are being trained in ways to develop vocabulary in text through
wider reading and (independent) exploration. By the end of Stage 2,
learners should be exploring chapter books and be encouraged to read
independently in sustained silent reading. Learners should continue in
their apprenticeship as writers.
Peabody Picture Vocabulary Task IV, Expressive Vocabulary Test (2nd
Edition), Clinical Evaluation of Language Fundamentals - Fourth
Edition (CELF-4), Informal Phonics Inventory, Informal Decoding
Inventory, Running Records (from An Observation Survey of Early
Literacy Achievement, Test of Word Reading Efficiency (TOWRE) -
Sight Word Efficiency Subtest, South Australian Spelling Test,
Qualitative Spelling Inventory, Qualitative Reading Inventory (Word
Lists & Graded Passages), Elementary Reading Attitudes Survey,
Elementary Writing Attitudes Survey, Motivation to Read Profile -
Revised (MRP-R), Early Literacy and Language Classroom
Observation, Classroom Literacy Environmental Profile (CLEP)
Stage 3a (typically 9 - 12 years)
ESL Intermediate to Advanced
Reading is used to learn new ideas, to gain new knowledge, to
experience new feelings, to learn new attitudes, generally from one
viewpoint. Reading and study of textbooks, reference works, trade
books, newspapers, and magazines that contain new ideas and values,
unfamiliar vocabulary and syntax; systematic study of words and
reacting to the text through discussion, answering questions, writing, etc.
Reading of increasingly more complex text. At beginning of Stage 3,
listening comprehension of the same material is still more effective than
reading comprehension.
The literate individual has benefited from enabling relationships as well
as access to adequate spaces, time, resources and formative experiences
that aid and reinforce what it means to be literate. Literate practices are
being refined in collaboration with others (having people to talk to, to
read with and to write to). The literate individual is gaining control of
the “notation”. The child has a control of the dimensions of phonology,
orthography, semantics, syntax, morphology and pragmatics. Novice
users have endured early stages where it is a challenge to gain mastery
of manipulating structural and formal elements before being able to
speak and listen and read and write fluently and with confidence.
Syntax in school is more complex than in oral = 9 - 12 yrs old
Learner increasingly identifies difference between spoken and written
language; acquiring discourses reinforced by experience = 9 yrs old+
Vocabulary in school texts is more abstract & specific than in
conversation. Can explain multiple-meaning words = 9 - 12 yrs old
Syllables and Affixes (Independent) Spelling / By Rule = 9 - 11 yrs old
Conventional writing (plan, form & intent) = 8 yrs old & older
Later childhood: reader as hero/heroine = 8 - 13 yrs
Reading for learning (fluent, comprehending reader) = 9 - 14 yrs old
Grade 6: (118); (132); (145) / Grade 5: (105); (118); (128)
Children work in a more systematic way = 8–12 yrs old
The child uses reading to
— to learn new ideas,
— to gain new knowledge,
— to experience new feelings, and
— to learn new attitudes, generally from one or two points of view.
There is a significant emphasis placed on reading to learn, and writing
for diverse purposes. There is time spent balancing the
consolidating of constrained skills (spelling, grammar, fluency)
whilst providing ample opportunities to explore topics through reading,
writing, speaking, listening & viewing.
By this time, the learner has transitioned to a stage where he or she is
expected to learn from their reading, however, the focus may remains in
literal comprehension, drawing inferring and making personal
interpretations/judgements of the material.
Time should be set aside for silent, independent reading, and for
keeping a glossary of new words encountered during guided and
independent reading practices.
Writing/composing should be occurring everyday in workshop
settings with ample time for conferencing, revision and publication
Adults should teach specific comprehension strategies, such as
— comprehension monitoring,
— using graphic and semantic organisers,
— answering questions,
— generating questions,
— recognising textual structures,
— summarising, and
— identifying main ideas and important details.
Comprehension strategies can be taught through
direct explanation, modeling, guided practice and
application.
At the beginning of Stage 3, learners need to be motivated to read, write
and learn a lot. Whilst the learners have transitioned from learning to read
to reading to learn, these learners still have some way to go to be robustly
fluent in reading, comprehending, compositing and learning. Learners
can be encouraged to keep wall charts of interesting information, words,
sentences, etc. Learners can also be encouraged to use pre-identified
graphic organisers to colourfully represent how pieces of information are
connected to one another. There is ample space for incidental reading,
writing, language and learning to take place at school, because this stage
still occurs - by and large - in the primary school years where it is easier
to have designated “literacy” blocks, to encourage wider reading, and to
monitor a learner’s repertoire of skills.
Phonics instruction is melding with vocabulary instruction as learners
explore morphology (e.g. prefixes, suffixes and roots). “Spell it by
patterns” will give way to “spell it by rule”, particularly in relation to
inflectional endings. Learners are engaged in projects which require that
they read, take notes, and discuss , and these project require learners to
draft/represent materials using a variety of tools, including diagrams,
tables, etc. Reading comprehension includes the gambit of strategies to
make sense of text (e.g. summarising, identifying main idea, identifying
cause-and-effect, using text structure, visualising, etc). And teachers may
take advantage of partner reading, radio reading and tape-assisted
reading to support fluency. Learners are developing a wide array of
prior knowledge, conceptual understanding and emerging interests.
Peabody Picture Vocabulary Task IV, Expressive Vocabulary Test (2nd
Edition), Clinical Evaluation of Language Fundamentals - Fourth
Edition (CELF-4), Informal Phonics Inventory, Informal Decoding
Inventory, Running Records (from An Observation Survey of Early
Literacy Achievement, South Australian Spelling Test, Qualitative
Spelling Inventory, Qualitative Reading Inventory (Word Lists &
Graded Passages), Motivation to Read Profile - Revised (MRP-R),
Reading Self-Concept Scale (30-item), Reading Interest Survey
(Hildebrandt, 2001), Analysing Your Vocabulary Environment
(Baumann, et al. 2009 - 2012), NSW Literacy Continuum, EAL/D
Language Learners Progression
Stage 3b (typically 12 - 16 years old)
ESL Advanced
Most literacy learners enter a distinctly new world of learning in Stage
3b. Most learners are in middle/high schools where instruction is
divided into disciplinary classes. Learners are asked to read between the lines
and so there is an expectation that they can read the lines. Confident
learners can interpret texts and extract information from texts when
suitable scaffolding is provided. Learners are asked to engage in projects
that require that they represent information in a range of written, visual
and multimedia forms. By the end of Stage 3, reading and listening are
about equal for those who read very well, reading may be more efficient.
The individual is regularly encountering new forms, content and
contexts where his or her literacy and knowledge will be challenged and
extended. Individual has access to plentiful reading material
opportunities that build on knowledge and interests. Teachers are
offering explicit, systematic scaffolding which gradually extends the
learner’s skills and understandings. This includes the ability to build a
user’s repertoire of language practices. By the end of Year 8, learners
can create texts that incorporate substantial,elaborated ideas and
themes. They use, monitor and reflect on planning strategies. And they
tailor writing in response to audience, purpose and context.
Learners adapt at moving between spoken & written = 12 yrs old+
Use of perfect aspect (have/had +[verb]) increases = 12 - 14 yrs old
Abstract dictionary definitions given for words = 12 - 14 yrs old
Knows Stress Rules (yellow jacket vs. yellowjacket) = 12 - 14 yrs old
Derivational Relations (Advanced) Spelling = 11 - 14 yrs old
Spell it from knowledge = 13 yrs and older
Adolescence: readers as thinkers = 14 - 17 yrs
Synthesising information & applying multiple viewpoints = 14 - 18 yrs
Grd 7: (147); (158); (167)/Grd 8: (156); (167); (171)/Grd 9: 214wpm
In history, there is a deeper study into key significance of content (e.g
historical events and episodes) = 12–15 yrs old
Classroom discussions and debates foster students’ skills in
perspective taking, complex reasoning, and academic language.
Information-rich topics relevant to the lives of students tend to
generate rich discussion and debate. (see Word Generation Program)
Teachers must model and scaffold the ways of reading, writing,
speaking, listening, thinking and learning in distinct disciplinary
ways. It is often a gradual process to bring learners into practices and
into forms of knowledge. Teacher can use graphic organisers,
questions guides, sequenced tasks, anchored instructions in
order to initiate learners into the practices which will be expanded in the
latter years of school and into further training and education.
Students are reading a range of texts, including:
— textbooks,
— reference works,
— trade books,
— newspapers,
— magazines and
— online + social media content
Students benefit from cooperative learning and students should be
encouraged to coordinate and adjust several strategies to assist
comprehension.
Even though there is a movement toward more disciplinary approaches
to learning and communicating, teachers are still fostering general
comprehension and compositions skills, strategies and
cycles.
Abstract dictionary definitions given for words. Learners are
exploring “shades of meaning”. Learners are exploring complex
academic language (Tier Three words) in information & academic texts.
At this stage, students should be encouraged to use a variety of tools
to learn new words, such as dictionaries, thesauruses, reference
guides, word parts (prefixes, base words, etc) and contextual clues
In the latter half of Stage 3, adults need to regularly help learners (a) ask
key questions to guide their understanding of topics; (b) explore
academic and disciplinary vocabulary and concepts; and (c) discover the
best way that they can use to remember/process information. In relation
to constrained skills, adults can informally draw the readers attention to
the morphological and contextual cues to learner new words. They can
also provide time to read and discuss texts of information to the learner,
whether this is youth literature, song lyrics, current affairs articles, or
popular culture materials. In our present digital age, adults shouldn’t shy
away from using multimedia and online resources to build background
knowledge, introduce concepts, encourage writing/composition, post/
publish students’ ideas and help promote research skills.
Not much attention is paid to constrained skills, even though some
learners will still require additional practice. In relation to spelling,
learners are coordinating multiple strategies to spell and decode words,
including their wide experience/knowledge of words. Vocabulary
instruction is couched in the teaching of disciplinary vocabulary or as
incidental vocabulary encountered in the humanities. Students are
learning how to read and interpret information in various disciplines (or
communities of practices or knowledge communities). Learning to write
is focused on disciplinary forms for disciplinary purposes. Teachers need
to initiate learners into the types of questions that need to be pursued.
This should involve carefully scaffolding how learners should collect,
process, synthesise and critique information.
Peabody Picture Vocabulary Task IV, Expressive Vocabulary Test (2nd
Edition), Clinical Evaluation of Language Fundamentals - Fourth
Edition (CELF-4), Progressive Achievement Tests in Written Spelling,
Punctuation and Grammar (PAT-SPG), South Australian Spelling Test,
Qualitative Spelling Inventory, Qualitative Reading Inventory (Word
Lists & Graded Passages), Gary MacGinite Reading Tests (4th Edition),
Purposes of Reading Interview, Index of Reading Awareness, Textbook
Interview, Survey of Adolescent Reading Attitudes, NSW Literacy
Continuum, EAL/D Language Learners Progression, Scaffolding
Numeracy in the Middle Years
Stage 4 (typically 16 - 19 years old)
Beyond ESL Advanced
Reading widely from a broad range of complex materials, both
expository and narrative, with a variety of viewpoints. Wide reading and
study of the physical, biological and social sciences and the humanities,
high quality and popular literature, newspapers, and magazines;
systematic study of words and word parts. Reading comprehension is
better than listening comprehension of materials of difficult content and
readability. Learners are asked to plan writing and synthesise
information into cohesive, coherent texts. For poor readers listening
comprehension may be equal to reading comprehension.
The learner can code quickly and effortlessly. The learner can read in a
sustained manner with stamina and comprehension. The learner can
make meaning from what is read. The learner has developed techniques
to extract & record knowledge. The learner has opportunities to discuss/
debate the meaning of texts. The learner has been able to develop
interests and expertise, and can use these interests and expertise to read
deeply. The learner has developed methods to respond to texts. The
learner has been able to compose a range of texts; has developed a
certain amount of procedural knowledge about the writing process; and
uses this knowledge to manage time, process and product.
Complexity in written language is greater than in spoken language. Full
adult range of syntactic constructions reached = 15 - 18 yrs old
Consistently applies vowel shifting rules (divine to divinity) = 16 - 18 yrs
Vocabulary of high school graduate: 40,000 words. = 15 - 18 yrs
Adolescence: readers as thinkers = 14 - 17 yrs
Late adolescence / university: as interpreters: 17 - 20 yrs old
Synthesising information & applying multiple viewpoints = 14 - 18 yrs
Silent Rate: End of Grade 10: 224wpm / Grade 12: 250wpm
Develops knowledge in collaboration/discussion/debate = 15–18 yrs
Conducts investigations and discusses of ethics and values = 15–18 yrs
KEY: By Stage 4, it is assumed that reads can fluently read the code and
make literal sense. Therefore, instruction should focuses on ways to help
learners better process, discuss and compose texts in contextual/
disciplinary manners. Therefore, instructors need to make the
conventions of such textual engagement more explicit.
According to the Promoting Adolescent Comprehension of Text
(PACT) method, there are a number of important features, such as
- Start with the big question, subquestions and a finite number of key
concepts;
- Scaffold discussions and how key knowledge is to be applied/
responded to;
- Shape the way we navigate and process information in complex
texts;
- Introduce video content where applicable in order to reinforce
background knowledge, reinforce concepts and promote discussion;
- Scaffold writing & understand the challenges inherent in moving
from ideas to composition;
- Shape discourse practices (appropriate register and modality); and
- Provide opportunities/spaces for students to experience the
conversations and questions which underpin our engagement with
reading and writing.
These features are consistent with the methods in the original RAS
Training: “Transition to Mainstream: Supporting Young People’s
Learning and Literacy” where there was an emphasis on the use of
graphic organisers, question strategies, sentence starters and
similar devices in order to provide parameters around the way learners
engage with texts, organise information and plan for writing.
For students who are struggling, I recommend STARI (Strategic
Adolescent Reading Intervention) program. The STARI
programs embeds fluency and decoding practice within the reading
of short and long texts on topics of personal and civic interest for
students in Grades 10 - 12.
By Stage 4, learners need to engage in deep conversations so they can
read and write with the probing level required for schools and further
learning. Adults should encourage learners to explore questions/topics
of interest to the learners, and help them select, process and organise
information to expand knowledge in these areas. It is important that
adults encourage (e.g. pounce on) the ideas and questions that learners
raise, and provide avenues for learners to look at the issues from
multiple perspectives. If a learner is passionate about an issue, adults can
encourage them to write as a call to action in order to persuade an
audience. In such a case, they are compelled to take greater care with
the impact of their language choices. A dull, insipid approach to
reading, writing and learning is greatest risk to literacy at this level.
Learners are reading widely from a broad range of complex materials,
both expository and narrative, and are asked to apply a variety of
viewpoints. Learners are required to access, retain, critique and apply
knowledge and concepts. Learners are consolidating general reading,
writing and learning strategies whilst being required to develop more
sophisticated disciplinary knowledge and perspectives. These adolescent
learners deserve content area teachers who provide instruction in the
multiple literacy strategies needed to meet the demands of the specific
discipline. In these areas, adolescents deserve access to and instruction
with multimodal as well as traditional print sources. Effective instruction
includes ample opportunities to discuss disciplinary content and explore
how these disciplines apply to the world outside the school walls.
Progressive Achievement Tests in Written Spelling, Punctuation and
Grammar (PAT-SPG), South Australian Spelling Test, Qualitative
Spelling Inventory, Qualitative Reading Inventory (Word Lists &
Graded Passages), Gary MacGinite Reading Tests (4th Edition),
Critical Reading Inventory, Purposes of Reading Interview, Index of
Reading Awareness, Textbook Interview, Survey of Adolescent
Reading Attitudes, Global Integrated, Scenario-Based Assessment
(GISA), NSW Literacy Continuum, EAL/D Language Learners
Progression, Scaffolding Numeracy in the Middle Years