![]() ![]() ![]() Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking. For more information, see:Ĭontent description VCELA216 Level three Reading and viewing Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives. Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting. For more information, see:Ĭontent description VCELA179 Level two Reading and viewing For more information, see:Įxplore differences in words that represent people, places and things (nouns, including pronouns), happening and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs). Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies including prediction, monitoring meaning and rereading. ![]() Links to the Victorian Curriculum - English sentence boundary punctuation especially question and exclamation marks (eg: Where were they going in the dead of the night?).alliteration (eg: Hare with a hat, Cat with a cake, Pig with a parcel).words that rhyme (eg: night, moonlight).interesting vocabulary such as: dale, trail, paws, bold, brave, mystery.Scary Night (Gibbes and King, 2015, Adelaide, SA: Working Title Press) Text contains After modelling the strategy, students will be encouraged to use a similar strategy when reading independently. Additionally, the teacher might use syntax to assist this process. The teacher will reread, read on and use the illustrations to help with clarifying. During the reading the teacher will pause and use the think aloud process to model how to clarify the meaning of new vocabulary. This lesson will require students to listen to the teacher read aloud. ![]()
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