Literacy Continuum Vocabulary Knowledge1 involves understanding the meaning of spoken and written words and using words to create and understand texts. Cluster 1 (Beg ES1) Cluster 2 (Mid ES1) Cluster 3 (Mid ES1) Cluster 4 (End ES1) Cluster 5 (Beg St 1) Knows and uses a range of everyday words eg: colours, familiar objects, places, names of family members Knows and uses some subject- specific words in areas of interest eg: animals, games Shows curiosity about words and their meaning. Knows the meaning of, and when speaking, can use words that are likely to be encountered in easy reading texts, e.g. big, little. Names some basic parts of a computer, e.g. screen, keyboard, mouse, space bar. Asks questions to find out meanings of unfamiliar words. Begins to expand the vocabulary used to describe everyday events and experiences. Begins to use topic words when speaking and writing. Identifies unfamiliar words and attempts to use experience and context to work out word meanings, Knows the meaning of commonly used words in texts read and demonstrates this knowledge when writing and speaking. Develops beginning understandings about word families and uses these understandings when reading and writing. Uses grammar and context of a text to work out the meaning of an unfamiliar word. Uses knowledge and understanding of topic words when reading, writing and speaking. Accurately uses a range of basic computer and internet terminology, e.g. icon, bold, italics, home page. Demonstrates awareness that some words have multiple meanings when reading, writing and speaking. Understands that changing words in a text can alter the meaning.
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Transcript
Literacy Continuum
Vocabulary Knowledge1
involves understanding the meaning of spoken and written words and using words to create
and understand texts.
Cluster 1 (Beg ES1)
Cluster 2 (Mid ES1)
Cluster 3 (Mid ES1)
Cluster 4 (End ES1)
Cluster 5 (Beg St 1)
Kn
ow
s an
d u
ses
a ra
nge
of
ever
yday
w
ord
s, e
.g. c
olo
urs
, fam
iliar
ob
ject
s,
nam
es o
f fa
mily
mem
ber
s.
Kn
ow
s an
d u
ses
a ra
nge
of
ever
yday
w
ord
s e
g: c
olo
urs
, fam
iliar
ob
ject
s,
pla
ces,
nam
es o
f fa
mily
mem
ber
s K
no
ws
and
use
s so
me
sub
ject
-
spec
ific
wo
rds
in a
reas
of
inte
rest
eg: a
nim
als,
gam
es
Sho
ws
curi
osi
ty a
bo
ut
wo
rds
and
thei
r m
ean
ing.
Kn
ow
s th
e m
ean
ing
of,
an
d w
hen
spea
kin
g, c
an u
se w
ord
s th
at a
re li
kely
to
be
enco
un
tere
d in
eas
y re
adin
g
text
s, e
.g. b
ig, l
ittl
e.
Nam
es s
om
e b
asic
par
ts o
f a
com
pu
ter,
e.
g. s
cree
n, k
eyb
oar
d, m
ou
se, s
pac
e b
ar.
Ask
s q
ue
stio
ns
to f
ind
ou
t
mea
nin
gs o
f u
nfa
mili
ar w
ord
s.
Beg
ins
to e
xpan
d t
he
voca
bu
lary
use
d
to d
escr
ibe
eve
ryd
ay e
ven
ts a
nd
exp
erie
nce
s.
Beg
ins
to u
se t
op
ic w
ord
s w
he
n
spea
kin
g an
d w
riti
ng.
Iden
tifi
es
un
fam
iliar
wo
rds
and
atte
mp
ts t
o u
se e
xper
ien
ce a
nd
co
nte
xt t
o w
ork
ou
t w
ord
mea
nin
gs,
Kn
ow
s th
e m
ean
ing
of
com
mo
nly
use
d
wo
rds
in t
exts
rea
d a
nd
dem
on
stra
tes
this
kn
ow
led
ge w
hen
wri
tin
g an
d
spea
kin
g.
Dev
elo
ps
beg
inn
ing
un
der
stan
din
gs
abo
ut
wo
rd f
amili
es a
nd
use
s th
ese
un
der
stan
din
gs w
hen
rea
din
g an
d
wri
tin
g.
Use
s gr
amm
ar a
nd
co
nte
xt o
f a
text
to
wo
rk o
ut
the
mea
nin
g o
f an
un
fam
iliar
w
ord
.
Use
s kn
ow
led
ge a
nd
un
der
stan
din
g o
f to
pic
wo
rds
wh
en r
ead
ing,
wri
tin
g an
d
spea
kin
g.
Acc
ura
tely
use
s a
ran
ge o
f b
asic
com
pu
ter
and
inte
rnet
ter
min
olo
gy,
e.g.
ico
n, b
old
, ita
lics,
ho
me
pag
e.
Dem
on
stra
tes
awar
enes
s th
at s
om
e
wo
rds
hav
e m
ult
iple
mea
nin
gs w
hen
re
adin
g, w
riti
ng
and
sp
eaki
ng.
Un
der
stan
ds
that
ch
angi
ng
wo
rds
in a
tex
t ca
n a
lter
th
e m
ean
ing.
Literacy Continuum
Vocabulary Knowledge2
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 6 (Mid St 1)
Cluster 7 (Late St 1)
Cluster 8 (End St 1)
Dem
on
stra
tes
the
use
of
mo
re p
reci
se
voca
bu
lary
to
des
crib
e fe
elin
gs a
nd
exp
erie
nce
s w
hen
sp
eaki
ng
and
w
riti
ng.
Sho
ws
beg
inn
ing
un
der
stan
din
g o
f th
e ef
fect
s o
f d
iffe
ren
t w
ord
s an
d p
hra
ses,
e.g.
to
cre
ate
hu
mo
ur,
to
per
suad
e, t
o
info
rm.
Ap
plie
s kn
ow
led
ge o
f b
ase
wo
rds
to b
uild
wo
rd f
amili
es, e
.g. m
ove
,
mo
vin
g, r
emo
ve.
Ind
epen
den
tly
use
s a
ran
ge o
f cl
assr
oo
m p
rin
t re
sou
rces
to
en
han
ce
voca
bu
lary
, e.g
. to
pic
wo
rd li
sts,
lab
els,
et
c.
Kn
ow
s th
e m
ean
ing
of
com
mo
nly
use
d
wo
rds
in in
crea
sin
gly
chal
len
gin
g te
xts
and
can
dem
on
stra
te t
his
kn
ow
led
ge
wh
en r
ead
ing,
wri
tin
g an
d s
pea
kin
g.
Sho
ws
beg
inn
ing
un
der
stan
din
g o
f th
e ef
fect
ive
use
of
“wo
rd p
lay”
to
enh
ance
an
d e
nri
ch m
ean
ing,
e.g
. al
lite
rati
on
, on
om
ato
po
eia
.
Use
s kn
ow
led
ge d
evel
op
ed a
bo
ut
wo
rd f
amili
es a
nd
wo
rd o
rigi
ns
to
un
der
stan
d t
he
mea
nin
g o
f u
nfa
mili
ar
wo
rds,
e.g
. rh
ymin
g w
ord
s, s
yno
nym
s,
bas
e w
ord
s.
Use
s a
sim
ple
dic
tio
nar
y to
ch
eck
wo
rd m
ean
ings
.
Use
s w
ord
s an
d p
hra
ses
for
effe
ct, e
.g.
to c
reat
e im
ages
, to
ad
d e
mp
has
is, t
o
crea
te a
tmo
sph
ere.
Dra
ws
on
to
pic
/co
nte
nt
kno
wle
dge
to
assi
st in
wo
rkin
g o
ut
the
mea
nin
g o
f u
nkn
ow
n w
ord
s.
Un
der
stan
ds
and
use
s re
leva
nt
voca
bu
lary
ass
oci
ated
wit
h d
igit
al
tech
no
logy
, e.g
. Web
2.0
to
ols
su
ch a
s
blo
gs.
Rec
ogn
ises
th
at d
iffe
ren
t w
ord
s ca
n b
e
use
d t
o d
escr
ibe
sim
ilar
con
cep
ts, e
.g.
ever
y d
ay o
r te
chn
ical
lan
guag
e,
syn
on
yms.
Sho
ws
evid
ence
of
cap
acit
y to
imp
rove
voca
bu
lary
ch
oic
es in
res
po
nse
to
p
urp
ose
an
d a
ud
ien
ce w
hen
rev
iew
ing
and
ed
itin
g w
riti
ng.
Literacy Continuum
Vocabulary Knowledge3
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 9 (Beg-Mid St 2)
Cluster 10 (Mid-End St 2)
Use
s sy
no
nym
s fo
r a
wid
e ra
nge
of
com
mo
n w
ord
s.
Use
s si
mp
le c
on
ten
t sp
ecif
ic
voca
bu
lary
in a
pp
rop
riat
e w
ays
wh
en c
reat
ing
text
s.
Use
s re
leva
nt
voca
bu
lary
asso
ciat
ed w
ith
dig
ital
tec
hn
olo
gy
and
ele
ctro
nic
tex
ts.
Un
der
stan
ds
ho
w p
refi
xes
and
suff
ixes
ch
ange
wo
rd m
ean
ings
.
Dem
on
stra
tes
un
der
stan
din
g th
at
wo
rds
can
hav
e d
iffe
ren
t
mea
nin
gs in
dif
fere
nt
con
text
s
Dem
on
stra
tes
exp
and
ed
voca
bu
lary
by
dra
win
g o
n a
com
bin
atio
n o
f kn
ow
n a
nd
new
to
pic
kn
ow
led
ge
Sho
ws
awar
enes
s th
at t
her
e ar
e a
nu
mb
er
of
way
s to
wo
rk o
ut
the
mea
nin
g o
f u
nkn
ow
n w
ord
s
Fin
ds
the
mea
nin
g o
f
un
kno
wn
/un
fam
iliar
wo
rds
in
refe
ren
ce s
ou
rces
eg:
dic
tio
nar
ies,
th
esau
ruse
s
Literacy Continuum
Vocabulary Knowledge4
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Cluster 11 (Beg-Mid St 3)
Cluster 12 (Mid-End St 3)
Mak
es e
ffec
tive
wo
rd c
ho
ices
in
resp
on
se t
o p
urp
ose
an
d
aud
ien
ce w
hen
cre
atin
g te
xts
Dem
on
stra
tes
un
der
stan
din
g o
f
new
wo
rds
for
new
co
nce
pts
Ap
plie
s kn
ow
led
ge o
f p
refi
xes
&
suff
ixes
to
un
der
stan
d t
he
mea
nin
gs o
f n
ew w
ord
s an
d t
o
crea
te n
ew w
ord
s
Ref
ines
vo
cab
ula
ry c
ho
ice
in
resp
on
se t
o p
urp
ose
& a
ud
ien
ce
wh
en e
dit
ing
& r
evie
win
g o
wn
&
pee
rs’ w
riti
ng
Use
s n
ew w
ord
s fo
r kn
ow
n
con
cep
ts e
g: b
lissf
ul f
or
hap
py
Incr
easi
ngl
y u
ses
app
rop
riat
e
con
ten
t vo
cab
ula
ry w
hen
crea
tin
g sp
oke
n a
nd
wri
tte
n t
exts
ab
ou
t sp
ecif
ic t
op
ics
Acc
ura
tely
use
s vo
cab
ula
ry
asso
ciat
ed w
ith
dig
ital
tec
hn
olo
gy
and
ele
ctro
nic
tex
ts
Dra
ws
on
kn
ow
led
ge o
f w
ord
o
rigi
ns
to w
ork
ou
t m
ean
ing
of
new
wo
rds
Literacy Continuum
Phonemic Awareness1
involves hearing and manipulating sounds in spoken language. NB: Includes some early components of phonological awareness, e.g. word, syllable, onset-rime and rhyme awareness.
Cluster 1 (Beg ES1)
Cluster 2 (Mid ES1)
Cluster 3 (Mid ES1)
Rep
eats
fam
iliar
rh
ymin
g ve
rses
,
chan
ts a
nd
jin
gles
No
tice
s th
at s
om
e w
ord
s rh
yme
in
vers
es, c
han
ts a
nd
jin
gles
Beg
inn
ing
to id
enti
fy w
ord
s th
at
star
t w
ith
th
e sa
me
init
ial s
ou
nd
s
Iden
tifi
es r
hym
ing
wo
rds
on
so
me
occ
asio
ns.
Iden
tifi
es w
ord
s th
at s
tart
wit
h
the
sam
e in
itia
l so
un
d o
n s
om
e
occ
asio
ns.
Says
th
e w
ord
wh
en
tea
cher
mo
del
s o
nse
t/ri
me,
e.g
. tea
cher
says
mm
mm
/at,
ch
ild s
ays
mat
.
Segm
en
ts s
po
ken
mu
ltis
ylla
bic
wo
rds
into
syl
lab
les,
e.g
. ba/
na/
na
wh
en c
lap
pin
g.
Co
nsi
ste
ntl
y id
enti
fies
wo
rds
that
rh
yme.
Co
nsi
ste
ntl
y id
enti
fies
wo
rds
that
star
t w
ith
th
e sa
me
init
ial s
ou
nd
.
Pro
vid
es a
wo
rd s
tart
ing
wit
h a
gi
ven
so
un
d.
Ora
lly b
len
ds
two
an
d t
hre
e
sou
nd
s to
mak
e a
wo
rd.
Segm
en
ts w
ord
s o
rally
into
on
set
and
rim
e, e
.g. t
-en
t.
Segm
en
ts o
ne
sylla
ble
wo
rds
(up
to t
hre
e so
un
ds)
into
sep
arat
e so
un
ds.
Literacy Continuum
Phonemic Awareness2
involves hearing and manipulating sounds in spoken language. NB: Includes some early components of phonological awareness, e.g. word, syllable, onset-rime and rhyme awareness.
Cluster 4 (End ES1)
Cluster 5 (Beg St 1)
Cluster 6 (Mid St 1)
Says
th
e n
ew w
ord
wh
en a
sked
to
del
ete
on
e p
ho
nem
e (p
ho
nem
e
del
etio
n).
Says
th
e n
ew w
ord
by
add
ing
a
ph
on
eme
to a
n e
xist
ing
wo
rd
(ph
on
eme
add
itio
n).
Says
th
e n
ew w
ord
wh
en o
ne
ph
on
eme
is s
ub
stit
ute
d f
or
ano
ther
(p
ho
nem
e su
bst
itu
tio
n).
Man
ipu
late
s p
ho
nem
es (
add
,
del
ete
and
sw
ap)
to g
ener
ate
ne
w
wo
rds
eg:
sw
ap t
he/
p/
in s
pin
wit
h /
k/
NOTES
Literacy Continuum
Phonics1 involves making the connection between sounds and letters when reading and spelling.
Cluster 1 (Beg ES1)
Cluster 2 (Mid ES1)
Cluster 3 (Mid ES1)
Cluster 4 (End ES1)
Iden
tifi
es o
ne
lett
er
that
is t
he
sam
e in
wo
rds.
Iden
tifi
es
som
e le
tter
nam
es
eg:
firs
t le
tter
of
ow
n n
ame
Iden
tifi
es t
wo
or
mo
re le
tter
s
that
are
th
e sa
me
in w
ord
s.
Iden
tifi
es s
om
e le
tter
s th
at a
re
the
sam
e in
mo
re t
han
on
e
con
text
.
Nam
es s
om
e le
tter
s in
a g
iven
wo
rd.
Says
on
e o
f th
e so
un
ds
for
lett
ers
in a
giv
en
wo
rd.
Wri
tes
app
roxi
mat
e le
tter
s fo
r
som
e so
un
ds.
Iden
tifi
es a
ll le
tte
rs t
hat
are
th
e
sam
e in
mo
re t
han
on
e co
nte
xt.
Nam
es m
ost
lett
ers
in a
giv
en
wo
rd.
Says
so
me
of
the
sou
nd
s fo
r
lett
ers
in a
giv
en w
ord
.
Ble
nd
s u
p t
o t
hre
e so
un
ds
in
wo
rds
wh
en r
ead
ing.
Wri
tes
lett
ers
to c
orr
esp
on
d w
ith
sin
gle
lett
er s
ou
nd
s.
Nam
es a
ll le
tter
s in
a g
iven
wo
rd.
Says
mo
st o
f th
e so
un
ds
for
lett
ers
in a
giv
en w
ord
.
Spel
ls u
nkn
ow
n w
ord
s
ph
on
etic
ally
wit
h m
ost
lett
ers
in
the
corr
ect
seq
ue
nce
.
Literacy Continuum
Phonics2 involves making the connection between sounds and letters when reading and spelling.
Cluster 5 (Beg St 1)
Cluster 6 (Mid St 1)
Cluster 7 (Late St 1)
End St 1 (8th Cluster)
Att
emp
ts t
o r
ead
mo
re c
om
ple
x
wo
rds
usi
ng
lett
er /
so
un
d
kno
wle
dge
.
Ble
nd
s in
itia
l co
nso
nan
ts w
ith
com
mo
n v
ow
el p
atte
rns
or
wo
rd
fam
ilies
.
Use
s kn
ow
led
ge o
f le
tter
clu
ster
s
and
vo
wel
dig
rap
hs
to s
pel
l
un
fam
iliar
wo
rds.
Segm
en
ts s
ou
nd
s in
co
nso
nan
t
clu
ster
s to
sp
ell u
nfa
mili
ar w
ord
s.
Use
s fa
mili
ar w
ord
s an
d le
tter
cl
ust
ers
to d
eco
de
wo
rds
wh
en
read
ing.
Rec
ogn
ises
th
at c
om
mo
n s
uff
ixes
in w
ord
s ca
n h
ave
dif
fere
nt
sou
nd
s, e
.g. w
ante
d, t
alke
d
Un
der
stan
ds
that
so
un
ds
can
be
rep
rese
nte
d in
var
iou
s w
ays
wh
en s
pel
ling
wo
rds,
e.g
. mee
t,
mea
t.
Kn
ow
s co
mm
on
so
un
ds
for
vow
el
dig
rap
hs
can
use
s sy
llab
ific
atio
n
wh
en r
ead
ing/
spe
llin
g.
Use
s kn
ow
led
ge o
f w
ord
iden
tifi
cati
on
str
ateg
ies
incl
ud
ing
ble
nd
ing,
seg
men
tin
g an
d le
tter
pat
tern
s w
he
n r
ead
ing/
sp
ellin
g.
Literacy Continuum
Concepts about print1 involves understanding and using conventions and concepts about print.
Cluster 1 (Beg ES1)
Cluster 2 (Mid ES1)
Sho
ws
beg
inn
ing
awar
en
ess
that
pri
nt
rela
tes
to s
po
ken
lan
guag
e
Iden
tifi
es w
riti
ng
in p
ictu
re o
r
po
ster
Rec
ogn
ises
th
e m
ean
ing
of
som
e
lett
ers
& s
ymb
ols
, e
g: c
om
mo
n
logo
s, s
tree
t si
gns
Kn
ow
s h
ow
to
han
dle
bo
oks
, eg
:
turn
s p
age
s, lo
oks
at
det
ail i
n
pic
ture
s
Sho
ws
awar
enes
s th
at p
rin
t &
imag
es a
re d
iffe
ren
t (i
n p
rin
t &
on
scre
en)
Sho
ws
beg
inn
ing
awar
en
ess
of
read
ing
fro
m le
ft t
o r
igh
t
Is le
arn
ing
to p
oin
t to
th
e fi
rst
wo
rd t
o r
ead
a s
ente
nce
or
sto
ry
Iden
tifi
es o
ne
or
mo
re c
apit
al
lett
er/s
wh
en p
rom
pte
d.
Nam
es a
fu
ll st
op
.
Iden
tifi
es
a w
ord
in p
rin
t
Iden
tifi
es
a le
tter
in p
rin
t.
Ind
icat
es le
ft t
o r
igh
t.
Po
ints
to
th
e fi
rst
wo
rd t
o
read
.
Ind
icat
es r
etu
rn s
wee
p t
o le
ft a
t
the
en
d o
f a
line
of
text
.
Iden
tifi
es
a le
tter
on
a
keyb
oar
d.
Kn
ow
s th
e d
iffe
ren
ce b
etw
een
lett
ers
and
nu
mer
als.
Un
der
stan
ds
that
pri
nt
con
veys
mea
nin
g
‘Rea
ds’
sto
ryb
oo
ks b
egin
nin
g at
fro
nt
& f
inis
hin
g at
bac
k o
f b
oo
k
Literacy Continuum
Concepts about print2 involves understanding and using conventions and concepts about print.
Cluster 3 (Mid ES1)
Cluster 4 (End ES1)
Cl. 5
Nam
es a
fu
ll st
op
an
d k
no
ws
its
pu
rpo
se.
Iden
tifi
es
a ca
pit
al le
tter
Iden
tifi
es
the
firs
t le
tter
in a
wo
rd.
Iden
tifi
es
the
last
lett
er in
a
wo
rd.
Rea
ds
left
pag
e b
efo
re r
igh
t.
Un
der
stan
ds
that
wo
rds
& t
he
spac
es b
etw
een
wo
rds
con
trib
ute
to
mea
nin
g
Sho
ws
awar
enes
s o
f b
egin
nin
g
scre
en m
anag
eme
nt
skill
s, e
.g.
scro
llin
g
Iden
tifi
es
on
e o
r m
ore
cap
ital
lett
ers.
Use
s ca
pit
al le
tter
s fo
r n
ame
s.
Iden
tifi
es
a se
nte
nce
.
Un
der
stan
ds
that
wo
rds
are
read
th
e sa
me
way
eac
h t
ime
Iden
tifi
es
sim
ple
scr
een
fun
ctio
nal
ity,
e.g
. bu
tto
ns,
men
us.
Un
der
stan
ds
that
pu
nct
uat
ion
and
cap
ital
lett
ers
sup
po
rt
mea
nin
g
Literacy Continuum
Aspects of speaking1
involves communicating with others, verbalising thought processes and articulating sounds in words.
Cluster 1 (Beg ES1)
Cluster 2 (Beg ES1)
Cluster 3 (Mid ES1)
List
ens
and
re
spo
nd
s to
sim
ple
ora
l qu
esti
on
s, in
stru
ctio
ns
and
req
ues
ts
Enga
ges
in s
imp
le c
on
vers
atio
ns
wit
h p
eers
an
d k
no
wn
ad
ult
s
Rec
ou
nts
per
son
al e
xpe
rien
ces
to
pee
rs a
nd
kn
ow
n a
du
lts
Says
so
me
wo
rds
corr
ectl
y; s
pee
ch
is b
eco
min
g fl
ue
nt
Nam
es a
fav
ou
rite
ch
arac
ter
fro
m a
sto
ry t
hat
has
bee
n r
ead
, bu
t is
un
able
to
pro
vid
e a
reas
on
fo
r lik
ing
the
char
acte
r.
Sho
ws
som
e ch
ange
s to
pac
e an
d
volu
me
for
emp
has
is w
hen
spea
kin
g.
Use
s si
mp
le s
ente
nce
s/ p
hra
ses
wh
en s
pea
kin
g.
Talk
s to
pee
rs a
nd
kn
ow
n a
du
lts
abo
ut
per
son
al e
xper
ien
ces.
List
ens
to a
nd
acc
ura
tely
re
lays
sim
ple
mes
sage
s.
Par
tici
pat
es in
wh
ole
cla
ss
dis
cuss
ion
s.
Art
icu
late
s m
ost
sp
eech
so
un
ds,
exce
pti
on
s co
uld
be:
l, s
h, z
, r, v
,
th
Pro
vid
es a
sim
ple
just
ific
atio
n f
or
an
op
inio
n a
bo
ut
a fa
vou
rite
ch
arac
ter
fro
m a
sto
ry t
hat
has
bee
n r
ead
.
Use
s so
me
exte
nd
ed s
ente
nce
s
wh
en s
pea
kin
g.
Co
nsi
ste
ntl
y sp
eaks
in a
n a
ud
ible
,
clea
r an
d c
on
fid
en
t w
ay.
Literacy Continuum
Aspects of speaking2
involves communicating with others, verbalising thought processes and articulating sounds in words.
Cluster 3 CONT (Mid ES1)
Cluster 4 (End ES1)
Cluster 5 (Beg St 1)
Uses p
ace a
nd v
olu
me
for
em
phasis
when s
peakin
g.
Lis
tens a
nd r
esponds t
o litera
ry a
nd
factu
al te
xts
read a
nd v
iew
ed.
Begin
s to u
se a
ctive lis
tenin
g a
nd t
urn
takin
g w
hen
en
ga
gin
g in m
ore
exte
nde
d
convers
atio
ns a
nd
dis
cussio
ns w
ith
pee
rs a
nd
kn
ow
n a
dults.
Contr
ibute
s id
eas in
sm
all
gro
up
and w
hole
cla
ss d
iscussio
ns.
Pro
vid
es a
deta
iled ju
stificatio
n for
an o
pin
ion a
bout
a f
avourite
chara
cte
r fr
om
a s
tory
that
has
been r
ead.
Asks r
ele
vant
questio
ns u
sin
g
corr
ect w
ord
ord
er
and in
tonatio
n.
Ma
kes b
rie
f ora
l pre
senta
tio
ns to
the c
lass.
Begin
s t
o a
dju
st
regis
ter
to s
uit
audie
nce a
nd s
ituatio
n.
Vie
ws a
nd lis
tens to g
ain
info
rma
tio
n f
or
a s
pecific
purp
ose
from
a v
arie
ty o
f sourc
es.
Contr
ibute
s t
o s
tructu
red g
roup o
r
pair a
ctivitie
s involv
ing d
iscussio
n
about
fam
ilia
r te
xts
/topic
s.
Art
icula
tes m
ost speech s
ounds,
(exceptio
ns c
ould
be:
r, v
, th
).
Pro
vid
es e
labora
tio
n t
o q
uestio
ns
seekin
g f
urt
her
info
rmatio
n.
Recounts
events
and e
xperie
nces
in lo
gic
al sequence.
Consis
tently m
akes r
ele
vant
contr
ibutio
ns to c
lass d
iscussio
ns
and a
sks q
uestio
ns t
o c
larify
m
eanin
g.
Uses r
egis
ter
and t
one a
ccord
ing to
purp
ose a
nd a
udie
nce.
Lis
tens a
nd r
esponds t
o
instr
uctio
ns, in
form
atio
n a
nd p
eer
opin
ions.
Use
s in
tera
ctiv
e sk
ills
to s
ho
w
resp
ect
for
the
con
trib
uti
on
s o
f
oth
ers
du
rin
g d
iscu
ssio
ns.
Literacy continuum
Aspects of speaking3
involves communicating with others, verbalising thought processes and articulating sounds in words.
Cluster 6 (Mid St 1)
Cluster 7 (Late St 1)
End St 1 (8th Cluster)
Exp
ress
es a
po
int
of
view
wit
h
sup
po
rtin
g in
form
atio
n a
bo
ut
an
exp
and
ing
ran
ge o
f te
xts/
top
ics.
Spea
ks c
lear
ly a
nd
co
nfi
de
ntl
y in
a
vari
ety
of
form
al a
nd
info
rmal
si
tuat
ion
s.
Pla
ns
and
pre
sen
ts a
bri
ef o
ral
pre
sen
tati
on
ab
ou
t a
top
ic.
Ad
just
s re
gist
er, t
on
e an
d v
olu
me
app
rop
riat
e to
sit
uat
ion
.
Dem
on
stra
tes
atte
nti
ve li
ste
nin
g
acro
ss a
ran
ge o
f sc
ho
ol c
on
text
s,
e.g.
ass
emb
lies,
per
form
ance
s.
Exp
ress
es a
po
int
of
view
ab
ou
t a
text
/to
pic
an
d li
sten
s to
an
d
acco
mm
od
ates
th
e vi
ewp
oin
t o
f o
ther
s.
Pla
ns
and
del
iver
s o
ral p
rese
nta
tio
ns
on
an
exp
and
ed r
ange
of
top
ics
for
aud
ien
ces
bey
on
d t
he
imm
edia
te
clas
sro
om
e.g
. ass
emb
ly
pre
sen
tati
on
s.
Au
tom
atic
ally
ad
just
s sp
eech
to
suit
dif
fere
nt
aud
ien
ces,
pu
rpo
ses
and
sit
uat
ion
s.
Dem
on
stra
tes
atte
nti
ve li
ste
nin
g
and
vie
win
g fo
r ex
ten
ded
per
iod
s
of
tim
e.
Stay
s o
n t
ask
and
par
tici
pat
es
effe
ctiv
ely
in lo
nge
r cl
ass
and
gro
up
dis
cuss
ion
s.
Exp
ress
es m
ore
det
aile
d id
eas
and
just
ifie
s a
po
int
of
view
ab
ou
t a
com
pre
hen
sive
ran
ge o
f te
xts/
top
ics.
Co
mm
un
icat
es c
on
fid
en
tly
wit
h a
ran
ge o
f au
die
nce
s fo
r a
vari
ety
of
pu
rpo
ses.
List
ens
and
un
de
rsta
nd
s a
seri
es o
f in
stru
ctio
ns
rela
ted
to
a t
ask
and
succ
essf
ully
co
mp
lete
s th
e ta
sk.
Co
ntr
ibu
tes
to c
olla
bo
rati
ve g
rou
p
pro
ble
m s
olv
ing
to c
om
ple
te a
tas
k b
y
qu
esti
on
ing
& r
e-p
hra
sin
g fo
r cl
arif
icat
ion
, lis
ten
ing
& r
esp
on
din
g to
the
idea
s o
f o
the
rs &
su
gges
tin
g id
eas.
Literacy Continuum
Aspects of Speaking4
involves communicating with others, verbalising thought processes and articulating sounds in words.
Beg-Mid St 2 (9th Cluster)
Mid-End St 2 (10th Cluster)
Pla
ns
& d
eliv
ers
ora
l pre
sen
tati
on
s o
n
an e
xten
ded
ran
ge o
f to
pic
s fo
r au
die
nce
s b
eyo
nd
th
e im
med
iate
clas
sro
om
eg:
ass
emb
ly
pre
sen
tati
on
s
Enh
ance
s p
rese
nta
tio
ns
by
som
e
bas
ic o
ral p
rese
nta
tio
n s
trat
egie
s
such
as
usi
ng
no
tes
as p
rom
pts
,
volu
me
& c
han
ges
in e
mp
has
is
Dis
cuss
es t
he
feat
ure
s o
f
dif
fere
nt
spo
ken
tex
ts e
g: f
orm
al
vers
us
info
rmal
inte
ract
ion
s,
per
suas
ive
vers
us
info
rmat
ive
Co
ntr
ibu
tes
rele
van
t id
eas
to
dis
cuss
ion
s, a
sks
qu
esti
on
s an
d
re-p
hra
ses
to c
lari
fy m
ean
ing
List
ens
atte
nti
vely
, mak
es
app
rop
riat
e re
spo
nse
s to
wh
at
oth
ers
say
and
co
nst
ruct
ivel
y b
uild
s o
n t
he
idea
s o
f o
ther
s
Use
s gr
ou
p d
iscu
ssio
n p
roto
cols
eg:
turn
tak
ing
Pro
vid
es d
etai
l & s
up
po
rtin
g
evid
en
ce in
a lo
gica
l man
ner
wh
en s
pea
kin
g ab
ou
t o
pin
ion
s &
idea
s
Enga
ges
an a
ud
ien
ce w
hen
mak
ing
ora
l pre
sen
tati
on
s b
y u
sin
g st
rate
gies
such
as
faci
al e
xpre
ssio
n, g
estu
re,
pau
se a
nd
rep
etit
ion
Ad
just
s la
ngu
age
use
d f
or
a si
mila
r p
urp
ose
bu
t d
iffe
ren
t, le
ss f
amili
ar
aud
ien
ces
eg:
rec
ou
nt
of
sam
e ev
ent
to p
eer
/ te
ach
er/p
rin
cip
al, c
od
e-sw
itch
ing
List
ens
atte
nti
vely
& r
esp
on
ds
app
rop
riat
ely
to s
po
ken
&
mu
ltim
od
al t
exts
th
at in
clu
de
un
fam
iliar
idea
s &
info
rmat
ion
Literacy Continuum
Aspects of Speaking5
involves communicating with others, verbalising thought processes and articulating sounds in words.
Beg-Mid St 3 (11th Cluster)
Mid-End St 3 (12th Cluster)
Ap
pro
pri
atel
y q
ues
tio
ns
the
view
er
idea
pu
t fo
rwar
d, &
exp
ress
es
dis
agre
emen
t w
ith
sen
siti
vity
to
th
e p
ersp
ecti
ves
of
oth
ers
Use
s m
ult
ime
dia
to
en
han
ce
mea
nin
g w
hen
co
mm
un
icat
ing
idea
s &
info
rmat
ion
to
oth
ers
Dis
cuss
es t
he
use
of
dif
fere
nt
regi
ster
s fo
r d
iffe
ren
t p
urp
ose
s,
aud
ien
ces
and
co
nte
xts
Logi
cally
dev
elo
ps
argu
men
ts &
p
oin
ts o
f vi
ew w
hen
pla
nn
ing
mo
re f
orm
al o
ral t
exts
su
ch a
s
spee
ches
, deb
ate
s
Use
s ac
tive
list
en
ing
stra
tegi
es
such
as
rep
hra
sin
g id
eas
and
clar
ifyi
ng
and
re
pai
rin
g b
reak
do
wn
s in
co
mm
un
icat
ion
Effe
ctiv
ely
sust
ain
s a
po
int
of
view
th
rou
gho
ut
a d
iscu
ssio
n o
r
deb
ate
An
alys
es, s
ynth
esis
e an
d
eval
uat
es t
he
view
s an
d r
easo
ns
pu
t fo
rwar
d b
y o
ther
s
Pla
ns,
reh
ears
es
and
mak
es
adju
stm
en
ts t
o o
ral p
rese
nta
tio
ns
for
spec
ific
pu
rpo
ses
and
au
die
nce
s
Ref
ines
& e
xpan
ds
acti
ve li
sten
ing
stra
tegi
es t
o in
clu
de
stra
tegi
es s
uch
as c
hal
len
gin
g o
ther
s’ id
eas,
pro
vid
ing
feed
bac
k &
su
pp
ort
fo
r o
the
rs
List
ens
atte
nti
vely
to
mo
re
len
gth
y an
d c
hal
len
gin
g sp
oke
n
mu
ltim
od
al t
exts
to
gat
her
&
eval
uat
e ke
y in
form
atio
n
Literacy Continuum Aspects of writing1 involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 1 (Beg ES1)
Cluster 2 (Beg ES1)
Engages in w
ritin
g-lik
e b
ehavio
ur
usin
g s
crib
ble
or
str
ings o
f le
tters
.
Att
em
pts
to w
rite
ow
n n
am
e,
eg o
ne
or
two lett
ers
or
scrib
ble
.
Hold
s a
pencil
or
cra
yon e
ffectively
to
dra
w o
r scrib
ble
.
Cle
ar
att
em
pt to
write
nam
e (
ma
y n
ot
be s
pelt c
orr
ectly)
Write
s a
t le
ast
one r
ecognis
able
word
(m
ay n
ot
be s
pelt c
orr
ectly)
rela
ted t
o
a s
tory
book r
ead to them
or
a p
ictu
re
they h
ave d
raw
n
‘Write
s’ fr
om
left t
o r
ight
and le
ave
spaces b
etw
een w
ord
s
Att
em
pts
to form
som
e le
tters
Ta
lks a
bout in
tended ‘w
ritin
g’ befo
re
att
em
ptin
g to w
rite
Ta
lks a
bout ow
n w
ritin
g a
nd d
raw
ing
Experim
ents
with c
om
pute
r m
ouse
and k
eyboard
Literacy Continuum
Aspects of writing2 involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 3 (Mid ES1)
Cluster 4 (End ES1)
Write
s n
am
e c
orr
ectly.
Write
s a
recognis
able
sente
nce,
word
s m
ay n
ot be s
pelle
d c
orr
ectly,
som
e e
vid
ence o
f sente
nce
punctu
atio
n.
Dra
ws o
n b
oth
pers
onal and
imagin
ary
experie
nces to ‘w
rite
’
texts
.
Vocalis
es w
ord
s t
o a
ppro
xim
ate
spelli
ng.
Begin
s t
o d
evelo
p a
sim
ple
writin
g
vocabula
ry inclu
din
g s
om
e h
igh
frequency w
ord
s a
nd w
ord
s o
f pers
onal sig
nific
ance.
Uses s
imp
le n
oun g
roups a
nd
adverb
ial phra
ses w
hen w
ritin
g.
Begin
s t
o d
em
onstr
ate
unders
tandin
g o
f pencil
grip
, paper
pla
cem
ent and p
ostu
re.
Experim
ents
with c
reatin
g s
imple
texts
on t
he c
om
pute
r.
Write
s m
ore
than o
ne r
ecognis
able
sente
nce,
word
s m
ay n
ot
be
spelle
d c
orr
ectly, som
e e
vid
ence o
f
sente
nce p
unctu
atio
n.
Ta
lks a
bout th
e a
udie
nce a
nd
purp
ose f
or
texts
bein
g w
ritt
en.
Att
em
pts
to s
pell
hig
h fre
quency
word
s t
hat have b
een t
aught.
Pro
duces s
om
e c
om
pound
sente
nces u
sin
g c
onju
nctio
ns to
join
id
eas.
Uses s
imp
le p
ronoun r
efe
rences.
Fo
rms m
ost le
tters
corr
ectly.
Uses c
orr
ect
pencil
grip
, paper
pla
cem
ent, p
ostu
re a
nd k
now
s h
ow
to
self-c
orr
ect.
With s
upport
, uses c
om
pute
r
softw
are
pro
gra
ms to c
reate
sim
ple
te
xts
.
Literacy Continuum
Aspects of writing3 involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 5 (Beg St 1)
Cluster 6 (Mid St 1)
Sele
cts
vocabula
ry a
nd p
hra
ses
mo
delle
d b
y t
he t
eacher
durin
g
whole
cla
ss p
lannin
g to c
onstr
uct
ow
n t
ext.
Engages in t
he jo
int pro
ductio
n o
f
texts
usin
g a
varie
ty o
f m
ediu
ms,
e.g
. podcasts
, film
s.
Dra
ws o
n p
ers
onal experie
nces
and t
opic
know
ledge t
o c
reate
texts
of
about 4-5
sente
nces for
a r
ange
of
purp
oses.
Rere
ads o
wn t
ext to
cla
rify
me
anin
g a
nd m
ake s
om
e c
hanges
to t
he t
ext.
Uses s
ente
nce p
unctu
atio
n a
nd
som
e s
imp
le p
unctu
atio
n.
Accura
tely
write
s s
imp
le a
nd
com
pound s
ente
nces.
Uses a
range o
f adje
ctives t
o
pro
vid
e m
ore
in
form
atio
n a
bout
nouns.
Write
s lo
wer/
upper
case le
tters
of
consis
tent siz
e a
nd form
atio
n in
NS
W F
oundatio
n S
tyle
.
Cre
ate
s longer
texts
support
ed b
y
vis
ual in
form
atio
n e
.g. dia
gra
ms,
ma
ps, gra
phs o
n f
am
iliar
topic
s f
or
know
n a
udie
nces.
Begin
s t
o u
se text fe
atu
res s
uch a
s
headin
gs a
nd p
ara
gra
phs to
org
anis
e in
form
atio
n.
Dem
onstr
ate
s e
lem
enta
ry p
roof-
readin
g a
nd e
ditin
g. e.g
. cir
cle
s a
w
ord
that
does n
ot lo
ok r
ight.
Accura
tely
spells
an in
cre
asin
g
num
ber
of
hig
h f
requency a
nd t
opic
word
s.
Uses s
imp
le p
unctu
atio
n, e.g
. fu
ll
sto
ps, excla
matio
n m
ark
s a
nd
questio
n m
ark
s.
Experim
ents
with u
sin
g s
om
e
com
ple
x s
ente
nces t
o e
nhance
writin
g.
Uses a
refin
ed p
encil
grip
, corr
ect
postu
re a
nd p
aper
pla
cem
ent to
write
mo
re flu
ently a
nd le
gib
ly.
Uses c
om
pute
r fu
nctio
ns t
o e
dit
texts
.
Literacy Continuum
Aspects of writing4
involves using spelling, grammar and handwriting to create texts for a specific purpose.
Cluster 7 (Late St 1)
End St 1 (8th Cluster)
Pla
ns t
exts
by m
akin
g n
ote
s,
dra
win
g d
iagra
ms, pla
nnin
g
sequence o
f events
or
info
rmatio
n
etc
.
Sta
tes p
urp
ose a
nd inte
nded
audie
nce b
efo
re c
reatin
g t
exts
.
Spells
word
s w
ith r
egula
r spelli
ng
patt
ern
s c
orr
ectly a
nd m
akes
pla
usib
le a
ttem
pts
at w
ord
s w
ith
irre
gula
r spelli
ng p
att
ern
s.
Applie
s s
pelli
ng g
enera
lisatio
ns
when w
ritin
g.
Uses c
ontr
actio
n a
postr
ophes a
nd
capitals
for
pro
per
noun
s a
s w
ell
as
oth
er
sim
ple
punctu
atio
n.
Inclu
des d
iffe
rent ty
pes o
f verb
s
usin
g a
ppro
pria
te tense a
nd
dem
onstr
ate
s s
ubje
ct-
verb
agre
em
ent.
Uses a
com
pute
r to
pro
duce t
exts
with g
raphic
s.
Cre
ate
s lo
nger
texts
(at le
ast
one
page)
that
achie
ve t
he in
tended
purp
ose a
nd a
re a
ppro
pria
te for
less f
am
iliar
audie
nces.
Experim
ents
with p
roducin
g/
publis
hin
g texts
usin
g a
n
incre
asin
g r
ange o
f m
ediu
ms a
nd
mo
des.
Writin
g s
how
s e
vid
ence o
f re
vis
ion,
editin
g a
nd p
roof-
readin
g.
Dem
onstr
ate
s a
range o
f spelli
ng
str
ate
gie
s to
spell
unfa
mili
ar
word
s.
Uses q
uota
tio
n m
ark
s f
or
direct
speech a
nd c
om
mas in lis
ts.
Pro
duces a
range o
f gra
mm
atically
accura
te s
ente
nces.
Flu
ently w
rite
s le
tters
of consis
tent
siz
e a
nd form
atio
n in
NS
W
Fo
undatio
n S
tyle
.
Literacy Continuum
Aspects of Writing5
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 2 (9th Cluster)
Co
nst
ruct
s w
ell s
equ
ence
d
imag
inat
ive,
info
rmat
ive
& p
ersu
asiv
e
text
s, u
sin
g la
ngu
age
app
rop
riat
e to
p
urp
ose
an
d a
ud
ien
ce
Pla
ns
& o
rgan
ises
idea
s u
sin
g
hea
din
gs,
grap
hic
org
anis
ers,
qu
esti
on
s an
d m
ind
map
s
Rer
ead
s te
xts
du
rin
g &
aft
er
wri
tin
g to
ch
eck
accu
racy
,
con
sist
ency
of
mea
nin
g &
fit
nes
s
for
pu
rpo
se
Stru
ctu
res
text
s u
sin
g p
arag
rap
hs
com
po
sed
of
logi
cally
gro
up
ed
sen
ten
ces
that
dea
l wit
h a
p
arti
cula
r as
pec
t o
f a
top
ic
Use
s a
vari
ety
of
spel
ling
stra
tegi
es t
o s
pel
l hig
h f
req
uen
cy
wo
rds
corr
ectl
y
Use
s si
mp
le w
ord
pro
cess
ing
fun
ctio
ns
such
as
spel
l ch
eck,
gram
mar
ch
eck
Ch
oo
ses
verb
s, a
dve
rbia
ls, n
ou
ns
& a
dje
ctiv
als
to e
xpre
ss s
pec
ific
idea
s &
det
ails
Use
s jo
ined
lett
ers
of
con
sist
ent
size
Exp
erim
ents
wit
h c
reat
ing
sim
ple
mu
ltim
od
al t
exts
usi
ng
dig
ital
tex
t
crea
tio
n p
rogr
ams
Literacy Continuum
Aspects of Writing6
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Mid-End St 2 (10th Cluster)
Dra
ws
idea
s fr
om
per
son
al
exp
erie
nce
s, o
ther
tex
ts &
res
earc
h t
o
crea
te im
agin
ativ
e, in
form
ativ
e &
per
suas
ive
text
s fo
r d
iffe
ren
t au
die
nce
s
Sho
ws
awar
enes
s o
f th
e n
eed
to
just
ify
op
inio
ns
wit
h s
up
po
rtin
g
evid
en
ce
Loca
tes
reso
urc
es a
nd
acc
esse
s
info
rmat
ion
wh
en p
lan
nin
g
Rer
ead
s &
rev
ise
s te
xt t
o c
hec
k &
imp
rove
mea
nin
g, d
ele
tin
g
un
nec
essa
ry in
form
atio
n o
r
add
ing
new
info
rmat
ion
Cre
ates
mea
nin
gfu
l sen
ten
ces
usi
ng
a va
riet
y o
f se
nte
nce
beg
inn
ings
,
incl
ud
ing
adve
rbia
l & a
dje
ctiv
al
clau
ses
to c
reat
e c
om
ple
x se
nte
nce
s
Use
s se
nte
nce
an
d s
imp
le
pu
nct
uat
ion
co
rrec
tly
Use
s m
orp
hem
ic, v
isu
al, p
ho
nic
kno
wle
dge
& k
no
wle
dge
of
pre
fixe
s &
su
ffix
es t
o s
pel
l & e
dit
wo
rds
Use
s gr
amm
atic
al f
eatu
res
such
as p
ron
ou
ns,
co
nju
nct
ion
s &
con
nec
tive
s to
acc
ura
tely
lin
k
idea
s &
info
rmat
ion
.
Co
nso
lidat
es h
and
wri
tin
g th
at is
con
sist
ent
in f
orm
Literacy Continuum
Aspects of Writing7
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 3 (11th Cluster)
Wri
tes
coh
ere
nt,
str
uct
ure
d t
exts
for
a ra
nge
of
pu
rpo
ses
&
con
text
s
Del
iber
atel
y st
ruct
ure
s la
ngu
age
in a
way
th
at c
reat
es m
ore
co
hes
ive
imag
inat
ive,
info
rmat
ive
& p
ersu
asiv
e te
xts
Sho
ws
awar
enes
s o
f ac
cura
tely
ackn
ow
led
gin
g so
urc
es in
rele
van
t te
xts
Ref
ines
wri
tin
g in
re
spo
nse
to
feed
bac
k
Sele
cts
app
rop
riat
e la
ngu
age
for
pu
rpo
se, e
g: d
escr
ipti
ve,
per
suas
ive,
to
pic
, tec
hn
ical
,
eval
uat
ive,
em
oti
ve, &
co
lloq
uia
l
Use
s to
pic
sen
ten
ces
and
app
rop
riat
ely
org
anis
es m
ain
&
sub
ord
inat
e id
eas
Exp
erim
ents
wit
h u
sin
g co
mp
lex
pu
nct
uat
ion
to
en
gage
th
e re
ade
r
& a
chie
ve p
urp
ose
.
Ap
plie
s kn
ow
led
ge o
f
gen
era
lisat
ion
s, m
ean
ings
of
bas
e
wo
rds
& w
ord
par
ts (
pre
fixe
s &
suff
ixes
) to
sp
ell n
ew w
ord
s.
Wri
tes
flu
entl
y w
ith
ap
pro
pri
ate
size
, slo
pe
& s
pac
ing.
Use
s w
ord
pro
cess
ing
pro
gram
s
con
fid
entl
y &
acc
ura
tely
,
inte
grat
ing
vari
ou
s fu
nct
ion
s
Pla
ns
& d
esi
gns
mo
re c
om
ple
x
mu
lti m
od
al t
exts
Literacy Continuum
Aspects of Writing8
. involves using spelling, grammar and handwriting to create texts for a specific purpose.
Mid-End St 3 (12th Cluster)
Wri
tes
sust
ain
ed t
exts
fo
r a
wid
e
ran
ge o
f p
urp
ose
s
Mak
es c
ho
ices
ab
ou
t th
e ty
pe
&
form
of
text
s, in
clu
din
g
com
bin
atio
ns
of
form
s &
typ
es,
to s
uit
pu
rpo
se &
au
die
nce
Cre
ates
wel
l pla
nn
ed
, ext
end
ed
text
s th
at in
clu
de
mo
re c
om
ple
x
& d
etai
led
su
bje
ct m
atte
r &
lan
guag
e fe
atu
res
such
as
no
min
alis
atio
n
Cri
tica
lly r
efle
cts
on
eff
ecti
ven
ess
of
ow
n/o
ther
s’ w
riti
ng
& s
eek
s &
resp
on
ds
to f
eed
bac
k fr
om
oth
ers.
Sele
cts
som
e so
ph
isti
cate
d &
su
btl
e
lan
guag
e fe
atu
res,
lite
rary
dev
ices
(e
g: ir
on
y, h
um
ou
r) &
gra
mm
atic
al
feat
ure
s (e
g: m
od
alit
y) t
o e
nga
ge &
in
flu
ence
an
au
die
nce
.
Mak
es s
ente
nce
leve
l ch
oic
es (
eg:
sho
rt s
ente
nce
s to
bu
ild t
ensi
on
;
com
ple
x se
nte
nce
s to
ad
d d
eta
il)
usi
ng
a va
riet
y o
f se
nte
nce
beg
inn
ings
& d
epen
den
t cl
ause
s.
Use
s a
ran
ge o
f p
un
ctu
atio
n t
o
enh
ance
mea
nin
g &
cla
rity
, in
clu
din
g
the
use
of
bra
cke
ts t
o e
ncl
ose
ad
dit
ion
al in
form
atio
n, q
uo
tati
on
mar
ks &
co
mm
as t
o in
dic
ate
clau
ses.
Inte
grat
es a
ran
ge o
f sp
elli
ng
stra
tegi
es &
co
nve
nti
on
s to
ac
cura
tely
sp
ell m
ost
wo
rds,
incl
ud
ing
wo
rds
of
man
y sy
llab
les.
Use
s vi
sual
s to
ext
end
or
clar
ify
mea
nin
g, s
elec
ts f
rom
a r
ange
of
med
ia &
exp
erim
ents
cre
ativ
ely
wit
h
the
pro
du
ctio
n o
f m
ult
imo
dal
tex
ts
for
aud
ien
ce im
pac
t
Literacy Continuum
Comprehension1 involves responding to, interpreting, analysing and evaluating texts.
Cluster 1 (Beg ES1)
Cluster 2 (Beg ES1)
Cluster 3 (Mid ES1)
Res
po
nd
s to
sto
ries
rea
d
alo
ud
/vie
wed
by
con
nec
tin
g
info
rmat
ion
an
d e
ven
ts t
o
per
son
al e
xper
ien
ces
Ret
ells
so
me
even
ts in
fam
iliar
sto
rie
s
Giv
es a
seq
uen
ced
ret
ell o
f a
sto
ry (
wh
en p
rom
pte
d).
Rec
alls
so
me
det
ails
fro
m
illu
stra
tio
ns
in a
sto
ry b
oo
k.
Pre
dic
ts a
pla
usi
ble
nex
t ev
ent
in a
sto
ry.
Is b
egin
nin
g to
an
alys
e an
d e
valu
ate
sto
ries
rea
d a
nd
vie
wed
by
pro
vid
ing
and
just
ifyi
ng
a p
erso
nal
op
inio
n.
Talk
s ab
ou
t in
form
atio
n in
fact
ual
tex
ts.
Pro
vid
es a
lite
ral e
xpla
nat
ion
wh
en a
sked
an
infe
ren
tial
qu
esti
on
.
Giv
es a
n u
np
rom
pte
d s
equ
en
ced
rete
ll o
f a
sto
ry t
hat
incl
ud
es t
he
beg
inn
ing,
mid
dle
an
d e
nd
.
Rec
alls
man
y d
etai
ls f
rom
illu
stra
tio
ns
in a
sto
ry b
oo
k.
Bu
ilds
mea
nin
g in
fac
tual
tex
ts
by
usi
ng
illu
stra
tio
ns.
Literacy Continuum
Comprehension2 involves responding to, interpreting, analysing and evaluating texts.
Cluster 4 (End ES1)
Cluster 5 (Beg St 1)
Cluster 6 (Mid St 1)
Inte
rpre
ts m
ean
ing
by
answ
erin
g an
infe
ren
tial
qu
esti
on
co
rrec
tly.
Res
po
nd
s to
ove
rall
mea
nin
g in
n
arra
tive
an
d f
actu
al t
exts
by
talk
ing
abo
ut
the
cen
tral
th
emes
.
Co
nst
ruct
s m
ean
ing
fro
m t
exts
by
mak
ing
con
nec
tio
ns
be
twee
n p
rin
t,
illu
stra
tio
ns
and
dia
gram
s.
An
alys
es a
nd
eva
luat
es
a ch
arac
ter’
s ac
tio
ns
or
even
ts in
a s
tory
th
rou
gh
dis
cuss
ion
.
Bu
ilds
un
de
rsta
nd
ings
of
a to
pic
by
iden
tify
ing
key
fact
s in
tex
ts in
pri
nt
and
on
scr
een
.
Res
po
nd
s to
qu
esti
on
s ab
ou
t a
char
acte
r’s
acti
on
s, q
ual
itie
s, c
har
acte
rist
ics
and
mo
tive
s b
y ex
pre
ssin
g an
op
inio
n a
bo
ut
the
char
acte
r.
Bu
ilds
un
der
stan
din
g b
y
inte
rpre
tin
g an
d d
iscu
ssin
g
infe
rre
d m
ean
ings
.
Inte
rpre
ts in
form
atio
n in
fac
tual
tex
ts b
y
usi
ng
titl
e p
age,
co
nte
nts
pag
e an
d
com
pu
ter
soft
war
e m
enu
to
loca
te s
pec
ific
info
rmat
ion
.
Ret
ells
an
d r
esp
on
ds
to in
cid
ents
fro
m a
sto
ry b
oo
k o
r fi
lm w
ith
att
enti
on
to
plo
t
elem
ents
su
ch a
s se
ttin
g, c
har
acte
r, c
on
flic
t
and
res
olu
tio
n.
Bu
ilds
un
de
rsta
nd
ing
of
med
ia t
exts
by
dis
cuss
ing
dif
fere
nt
inte
rpre
tati
on
s o
f th
e o
ne
text
.
Sho
ws
awar
enes
s th
at in
form
atio
n a
bo
ut
on
e to
pic
can
be
sou
ght
fro
m a
nu
mb
er o
f
sou
rces
. e.g
. gra
ph
s, p
ost
ers,
ref
eren
ce
text
s, w
ebsi
tes.
An
alys
es a
nd
eva
luat
es a
char
acte
r’s
act
ion
s/m
oti
ves
in a
sto
ry.
Literacy Continuum
Comprehension3 involves responding to, interpreting, analysing and evaluating texts.
Mid-End S1 (7th Cluster)
End S1 (8th Cluster)
Res
po
nd
s to
tex
ts b
y re
ferr
ing
to
pri
or
exp
erie
nce
s.
Res
po
nd
s to
an
d a
nal
yses
a t
ext
by
dis
cuss
ing
a p
oin
t o
f vi
ew
pre
sen
ted
in t
he
text
.
An
alys
es a
nd
eva
luat
es h
ow
vis
ual
imag
es s
up
po
rt p
rin
t to
cre
ate
mea
nin
g in
tex
ts.
Inte
rpre
ts a
nd
res
po
nd
s to
tex
ts b
y sk
imm
ing
and
sca
nn
ing
to c
on
firm
pre
dic
tio
ns
and
an
swer
qu
est
ion
s p
ose
d b
y se
lf a
nd
oth
ers
wh
ile
read
ing.
Ref
ers
to p
rio
r kn
ow
led
ge a
nd
exp
erie
nce
s to
bu
ild
un
der
stan
din
g o
f a
text
.
Just
ifie
s p
red
icti
on
s ab
ou
t
sect
ion
s o
f a
text
.
Bu
ilds
un
der
stan
din
g o
f a
text
by
usi
ng
kno
wle
dge
of
text
org
anis
atio
n a
nd
fea
ture
s, e
.g.
refe
rrin
g to
hea
din
gs t
o lo
cate
info
rmat
ion
.
Dra
ws
con
clu
sio
ns
by
usi
ng
clu
es
in a
tex
t.
Iden
tifi
es m
ore
th
an o
ne
per
spec
tive
or
po
int
of
view
wh
en
resp
on
din
g to
qu
est
ion
s ab
ou
t
text
s.
Art
icu
late
s th
e m
ain
idea
an
d
pro
vid
es a
syn
thes
ised
ret
ell t
hat
cap
ture
s ke
y ev
en
ts in
tex
ts.
Exem
plif
ies
des
crip
tive
wo
rds
or
seq
uen
ces
of
info
rmat
ion
an
d
idea
s in
tex
ts b
y cr
eati
ng
men
tal
imag
es.
Literacy Continuum
Comprehension4 involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 2
(9th Cluster) Mid-End St 2 (10th Cluster)
Bu
ilds
un
de
rsta
nd
ing
du
rin
g re
adin
g b
y d
iscu
ssin
g p
oss
ible
co
nse
qu
ence
s o
f ac
tio
ns
and
eve
nts
Inte
rpre
ts t
ext
s b
y re
cogn
isin
g &
dis
cuss
ing
the
dif
fere
nce
bet
wee
n li
tera
l & in
ferr
ed
mea
nin
g in
rel
atio
n t
o in
form
atio
n,
char
acte
rist
ics
& e
ven
ts
Bu
ilds
un
de
rsta
nd
ing
abo
ut
the
mea
nin
g o
f a
text
by
acti
vely
see
kin
g in
form
atio
n f
rom
dif
fere
nt
par
ts o
f a
text
Sho
ws
an a
war
enes
s th
rou
gh
dis
cuss
ion
th
at t
exts
can
pre
sen
t d
iffe
ren
t p
ersp
ecti
ves
An
alys
es t
he
way
s id
eas
& in
form
atio
n
are
pre
sen
ted
by
mak
ing
com
par
iso
ns
bet
wee
n t
exts
Iden
tifi
es
and
inte
rpre
ts m
ain
idea
s
and
imp
ort
ant
info
rmat
ion
in a
tex
t to
p
rovi
de
an a
ccu
rate
ret
ell o
f a
text
An
alys
es a
tex
t b
y d
iscu
ssin
g vi
sual
,
aura
l an
d w
ritt
en t
ech
niq
ues
use
d in
th
e te
xt
Bu
ilds
un
de
rsta
nd
ing
abo
ut
the
mea
nin
g o
f a
text
by
iden
tify
ing
&
dis
cuss
ing
text
org
anis
atio
n &
fea
ture
s
eg:
coh
esiv
e lin
ks
Inte
rpre
ts t
exts
by
infe
rrin
g co
nn
ecti
on
s, c
ause
s &
co
nse
qu
ence
s d
uri
ng
read
ing
Res
po
nd
s to
& in
terp
rets
tex
ts b
y
dis
cuss
ing
the
dif
fere
nce
s b
etw
een
lit
eral
& in
ferr
ed m
ean
ings
Inte
rpre
ts t
he
text
by
seek
ing
furt
her
in
form
atio
n in
oth
er
sect
ion
s o
f a
tex
t
or
in d
iffe
ren
t te
xts
Iden
tifi
es t
he
way
s te
xts
pre
sen
t
dif
fere
nt
pe
rsp
ecti
ves
Eval
uat
es t
ext
accu
racy
an
d c
red
ibili
ty
by
com
par
ing
text
s o
n a
sim
ilar
top
ic
An
alys
es &
eva
luat
es t
he
rela
tive
im
po
rtan
ce o
f ke
y id
eas
and
info
rmat
ion
in a
tex
t to
str
uct
ure
an
o
verv
iew
Res
po
nd
s to
& a
nal
yses
tex
ts b
y
dis
cuss
ing
the
way
s la
ngu
age
stru
ctu
res
& f
eatu
res
shap
e m
ean
ing
Res
po
nd
s to
& in
terp
rets
tex
ts b
y in
tegr
atin
g so
urc
es o
f in
form
atio
n in
text
s
Literacy Continuum
Comprehension5 involves using spelling, grammar and handwriting to create texts for a specific purpose.
Beg-Mid St 3
(11th cluster) Mid-End St 3 (12th Cluster)
An
alys
es &
eva
luat
es t
he
way
s
that
infe
ren
ce is
use
d in
a t
ext
to
bu
ild u
nd
erst
and
ing
Re-
exam
ines
sec
tio
ns
of
text
s fo
r
evid
en
ce t
o s
up
po
rt
inte
rpre
tati
on
s an
d o
pin
ion
s
Eval
uat
es a
per
son
al in
terp
reta
tio
n o
f a
text
by
crit
ical
ly r
e-ex
amin
ing
evid
ence
wit
hin
th
e te
xt
Res
po
nd
s to
th
emes
an
d is
sues
evid
ent
in t
exts
th
at p
rese
nt
dif
fere
nt
per
spec
tive
s o
n a
giv
en t
op
ic o
r
dif
fere
nt
po
ints
of
view
in a
tex
t
An
alys
es t
exts
to
exp
lain
an
d c
om
par
e
ho
w a
ud
ien
ce, p
urp
ose
an
d c
on
text
in
flu
ence
tex
ts
Cri
tica
lly a
nal
yses
& in
terp
rets
a t
ext
to c
reat
e a
sum
mar
y th
at
dem
on
stra
tes
an u
nd
erst
and
ing
of
the
dif
fere
nt
view
s &
val
ues
rep
rese
nte
d
An
alys
es a
nd
res
po
nd
s to
lan
guag
e an
d g
ram
mat
ical
tec
hn
iqu
es u
sed
to
infl
uen
ce a
n a
ud
ien
ce
An
alys
es &
co
mp
ares
ho
w in
form
atio
n
& id
eas
are
pre
sen
ted
in a
ran
ge o
f
text
s o
n t
he
on
e to
pic
Inte
rpre
ts &
cri
tica
lly a
nal
yses
tex
ts b
y
resp
on
din
g to
infe
rred
mea
nin
g w
ith
in
a te
xt &
just
ifyi
ng
inte
rpre
tati
on
s
usi
ng
evid
ence
Rei
nte
rpre
ts id
eas
& is
sues
by
crea
tin
g
inn
ova
tive
per
son
al r
esp
on
ses
to id
eas
&
issu
es in
lite
rary
tex
ts t
hro
ugh
ora
l,
dra
mat
ic, w
ritt
en &
mu
ltim
od
al t
exts
Cri
tica
lly a
nal
yses
a w
ide
ran
ge o
f
imag
inat
ive,
info
rmat
ive
& p
ersu
asiv
e te
xts
in d
iffe
ren
t fo
rms
to c
om
par
e
ho
w id
eas
are
pre
sen
ted
Exp
lain
s h
ow
tex
ts c
an b
e in
terp
rete
d
fro
m a
var
iety
of
per
spec
tive
s b
y
dis
cuss
ing
the
way
s t
hat
dif
fere
nt
view
s &
val
ues
are
pre
sen
ted
Inte
rpre
ts t
exts
by
iden
tify
ing
&
dis
cuss
ing
mu
ltip
le p
urp
ose
s w
ith
in
the
sam
e te
xt
Inte
rpre
ts &
an
alys
es s
eve
ral d
iffe
ren
t
text
s o
n o
ne
to
pic
to
pre
sen
t a
sum
mar
y o
f in
form
atio
n &
idea
s th
at
sho
w a
n u
nd
erst
and
ing
of
the
top
ic
An
alys
es t
exts
to
co
mp
are
ho
w
lan
guag
e st
ruct
ure
s &
fea
ture
s ar
e u
sed
to
po
siti
on
th
e re
ader
s &
vie
wer
s
An
alys
es &
eva
luat
es h
ow
wri
tten
info
rmat
ion
& v
isu
al im
ages
sh
ape
mea
nin
g b
y co
mp
arin
g te
xts
on
th
e
sam
e to
pic
Literacy Continuum Reading Texts1
involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.
Cluster 1 (Beg ES1)
Cluster 2 (Beg ES1)
Rec
ogn
ises
ow
n n
ame
Enga
ges
in s
har
ed r
ead
ing
of
fam
iliar
tex
ts w
ith
rep
eate
d
lan
guag
e p
atte
rns
Spe
nd
s ti
me
loo
kin
g at
bo
oks
an
d
oth
er p
rin
t m
ater
ial
Tells
a s
tory
bas
ed o
n p
ictu
res
or
nam
es p
ictu
res
Att
emp
ts t
o r
ead
wo
rds
in t
he
envi
ron
me
nt
eg:
bill
bo
ard
s, s
ign
s
Rea
ds
on
e o
r tw
o w
ord
s in
envi
ron
me
nta
l pri
nt/
tex
ts.
Rea
ds
som
e w
ord
s in
a s
ente
nce
corr
ectl
y.
Ho
lds
a b
oo
k th
e ri
ght
way
up
.
Iden
tifi
es
wri
tin
g.
Po
ints
to
wo
rds
usi
ng
on
e-to
-on
e
corr
esp
on
de
nce
wh
en ‘r
ead
ing’
.
Rea
ds
som
e h
igh
fre
qu
ency
wo
rds
corr
ectl
y in
sim
ple
,
pre
dic
tab
le t
exts
, e.g
. my,
I.
Beg
ins
to r
ead
wit
h f
luen
cy a
nd
rhyt
hm
wh
en
tex
t an
d im
age
pla
cem
ent
are
con
sist
ent.
Literacy Continuum Reading Texts2
involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.
Cluster 3 (Mid ES1)
Cluster 4 (End ES1)
Cluster 5 (Beg St 1)
Reads o
ne o
r m
ore
sente
nces
corr
ectly in
environm
enta
l
prin
t/te
xts
.
Reads o
ne o
r m
ore
sente
nces
corr
ectly in
a p
ictu
re s
tory
book.
Uses c
onte
xt to
pre
dic
t m
eanin
g in
texts
and s
upple
me
nt decodin
g
att
em
pts
.
Reads w
ord
s u
sin
g k
now
n
lett
er/
sound r
ela
tio
nship
s.
Read
s a
nu
mb
er
of ‘e
asy’ te
xts
with a
n
incre
asin
g n
um
be
r of hig
h f
requ
en
cy
word
s a
nd illu
str
ations t
ha
t p
rovid
e h
igh
sup
port
.
Begin
s t
o d
evelo
p flu
ency a
nd
unders
tandin
g b
y r
evis
itin
g fam
iliar
texts
.
Reads a
ll or
most of a m
ore
challe
ngin
g s
tory
book.
Ma
inta
ins flu
ency w
hen r
eadin
g
texts
with v
arie
d a
nd irr
egula
r te
xt
and im
age p
lacem
ent.
Pauses o
r hesitate
s w
hen m
eanin
g
is d
isru
pte
d w
hen r
eadin
g.
Reads a
loud w
ith incre
asin
gly
appro
priate
pitch,
into
nation a
nd
flu
ency. (R
R le
vel 5
-8).
Reads t
exts
with v
arie
d a
nd lo
nger
sente
nce p
attern
s a
nd s
evera
l lin
es
of
text per
page.
Dem
onstr
ate
s in
cre
ase
d flu
ency b
y
recognis
ing a
nd d
ecodin
g w
ord
s
auto
ma
tically
when r
eadin
g f
am
iliar
texts
.
Recognis
es w
hen m
eanin
g is
dis
rupte
d a
nd a
ttem
pts
to s
elf-
corr
ect w
hen r
eadin
g.
Reads f
luently a
nd a
ccura
tely
with
att
entio
n t
o p
unctu
atio
n.
Literacy Continuum Reading Texts3
involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.
Cluster 6 (Mid St 1)
Late St 1 (7th Cluster)
End St 1 (8th Cluster)
Unders
tands that path
ways f
or
readin
g litera
ry, fa
ctu
al and s
cre
en
texts
can b
e n
avig
ate
d in d
iffe
rent
ways.
Self-c
orr
ects
when m
eanin
g is
dis
rupte
d e
.g.
by p
ausin
g, re
peating
word
s a
nd p
hra
ses, re
readin
g a
nd
readin
g o
n.
Read
s a
lou
d w
ith flu
ency a
nd p
hra
sin
g,
adju
stin
g p
ace,
volu
me,
pitch
an
d
pro
nu
ncia
tion t
o e
nha
nce m
eanin
g a
nd
expre
ssio
n (
RR
level 16
-18).
Unde
rsta
nds h
ow
to ‘re
ad’ te
xt fe
atu
res
such a
s illu
str
atio
ns,
dia
gra
ms, ta
ble
s,
map
s a
nd g
rap
hs t
o e
nh
ance m
ea
nin
g.
Auto
matically
inte
gra
tes a
ra
nge
of
info
rmatio
n e
.g.
me
anin
g,
gra
mm
ar
and
lette
r/soun
d r
ela
tion
ship
s to
read
in a
phra
se
d a
nd
flu
ent
way.
Know
s that lit
era
ry, fa
ctu
al and
scre
en texts
need to b
e ‘re
ad’ in
diffe
rin
g w
ays.
Responds to p
unctu
atio
n a
nd
adju
sts
expre
ssio
n to e
nhance
me
anin
g w
hen r
eadin
g a
loud.
Reads incre
asin
gly
com
ple
x texts
with less f
am
iliar
conte
nt
and
vocabula
ry a
nd m
ore
exte
nded
descriptio
ns.
Engages w
ith b
oth
litera
ry a
nd
factu
al te
xts
of in
cre
asin
g le
ngth
and d
ifficulty f
or
longer
perio
ds o
f
tim
e (
at
least 10 m
inute
s).
‘Reads’ te
xts
in
diffe
rent w
ays t
o
me
et
a r
ange o
f re
adin
g p
urp
oses.
Independently m
onitors
readin
g b
y
usin
g a
varie
ty o
f self-c
orr
ectio
n
str
ate
gie
s to m
ain
tain
me
anin
g.
Literacy Continuum Reading Texts4
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Beg-Mid St 2 (9th Cluster)
Mid-End St 2 (10th Cluster)
Rea
ds
for
sust
ain
ed p
erio
ds
(15
-20
min
ute
s) &
su
stai
ns
un
der
stan
din
g in
lo
nge
r te
xts
ove
r ti
me
eg:
rea
din
g
sho
rt n
ove
ls o
ver
seve
ral d
ays
Use
s vi
sual
re
pre
sen
tati
on
s e
g:
ph
oto
s, t
able
s, c
har
ts t
o e
nh
ance
mea
nin
g w
hen
rea
din
g fa
ctu
al
text
s
Sele
cts
and
use
s th
e m
ost
effe
ctiv
e w
ord
ide
nti
fica
tio
n
stra
tegy
to
mai
nta
in f
luen
cy a
nd
mea
nin
g
Dem
on
stra
tes
an a
war
enes
s o
f h
ow
to
use
ski
mm
ing
and
sca
nn
ing
and
text
fea
ture
s s
uch
as
sub
hea
din
gs t
o
loca
te s
pe
cifi
c in
form
atio
n
Use
s sc
reen
nav
igat
ion
fea
ture
s
wh
en r
ead
ing
and
vie
win
g
inte
rnet
tex
ts
Rea
ds
sho
rt n
ove
ls w
ith
min
imal
illu
stra
tio
n, u
nfa
mili
ar c
on
ten
t,
sett
ings
& c
har
acte
rs a
nd
ch
alle
ngi
ng
and
un
usu
al v
oca
bu
lary
Ad
just
s ra
te o
f re
adin
g to
su
it
text
co
mp
lexi
ty a
nd
rea
din
g p
urp
ose
Use
s m
ore
so
ph
isti
cate
d w
ord
id
enti
fica
tio
n s
trat
egie
s to
mai
nta
in
wo
rd &
sen
ten
ce le
vel f
luen
cy &
crea
te m
ean
ing
eg:
use
of
ho
mo
nym
, sy
llab
ific
atio
n, a
nal
ogy
Use
s to
pic
kn
ow
led
ge, v
oca
bu
lary
kno
wle
dge
& c
on
text
to
rea
d
un
kno
wn
wo
rds
wh
en
en
gagi
ng
wit
h s
ub
ject
tex
ts
Ch
oo
ses
a re
adin
g p
ath
ap
pro
pri
ate
to t
he
text
(lit
era
ry, f
actu
al,
elec
tro
nic
) &
nav
igat
es m
ult
imo
dal
text
s ap
pro
pri
ate
to t
he
pu
rpo
se
Literacy Continuum Reading Texts5
involves understanding the meaning of spoken and written words and using words to create and understand texts.
Beg-Mid St 2 (11th Cluster)
Mid-End St 2 (12th Cluster)
Rea
ds
for
sust
ain
ed p
erio
ds
(20
-30
m
ins)
& s
ust
ain
s u
nd
erst
and
ing
in
lon
ger
text
s o
ver
tim
e e
g: r
ead
ing
sho
rt n
ove
ls o
ver
seve
ral d
ays
Co
nfi
den
tly
enga
ges
wit
h a
wid
e ra
nge
of
auth
enti
c te
xts
eg:
new
spap
ers,
TV
d
ocu
men
tari
es, w
ebsi
tes
& c
ho
ose
s
read
ing
pat
hw
ays
app
rop
riat
e to
th
e p
urp
ose
fo
r re
adin
g/vi
ewin
g
Mo
nit
ors
rea
din
g fo
r ac
cura
cy &
mea
nin
g &
ad
just
s re
adin
g w
hen
d
iffi
cult
ies
are
enco
un
tere
d e
g: a
dju
sts
spee
d, r
erea
ds
& a
tten
ds
to m
ost
imp
ort
ant
info
rmat
ion
Man
ipu
late
s m
ult
iple
tex
ts t
hat
incl
ud
e a
var
iety
of
pu
rpo
ses
& m
od
es t
o
loca
te in
form
atio
n f
or
a sp
eci
fic
pu
rpo
se
Use
s te
xt n
avig
atio
n s
kills
su
ch a
s
skim
min
g &
sca
nn
ing
to e
ffic
ien
tly
loca
te s
pec
ific
info
rmat
ion
in
liter
ary,
fac
tual
& e
lect
ron
ic t
exts
Rea
ds
incr
easi
ngl
y lo
nge
r n
ove
ls
and
su
bje
ct t
exts
usi
ng
a ra
nge
of
effe
ctiv
e w
ord
ide
nti
fica
tio
n
stra
tegi
es t
o m
ain
tain
mea
nin
g
Rea
ds,
vie
ws
& u
ses
a w
ide
vari
ety
of
liter
ary
& f
actu
al p
rin
t &
ele
ctro
nic
te
xts
wit
h in
crea
sin
g au
ton
om
y eg
:
exte
nd
ed n
ove
ls &
info
rmat
ion
al t
exts
, vi
deo
do
cum
enta
ries
, mu
ltim
edia
&
per
form
ance
tex
ts, g
rap
hic
mat
eria
l
Rea
ds
mo
re d
eman
din
g su
bje
ct
text
s th
at h
ave
incr
easi
ng
leve
ls o
f
tech
nic
alit
y an
d a
bst
ract
ion
Mo
nit
ors
rea
din
g fo
r ac
cura
cy &
mea
nin
g b
y se
lect
ing
& u
sin
g ap
pro
pri
ate
hig
her
ord
er
wo
rd
iden
tifi
cati
on
ski
lls s
uch
as
kno
wle
dge
of
wo
rd o
rigi
ns
Co
nfi
den
tly
adju
sts
the
cho
sen
re
adin
g/vi
ewin
g p
ath
way
to
ach
ieve
th
e in
ten
ded
pu
rpo
se in
lite
rary
&
fact
ual
pri
nt,
ele
ctro
nic
& m
ult
imo
dal
te
xts
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