Future directions This document suggests some explicit teaching and learning opportunities for the indicators in the Checkpoint assessments. Teachers analyse the evidence and make judgments about each child’s literacy and numeracy learning. Teachers identify indicators that require explicit teaching for the whole class, small groups or individuals, and use the tables below to identify learning opportunities to strengthen children’s literacy and numeracy knowledge, skills and understandings. Literacy Viewing and Reading Text knowledge VR 1 i Suggested teaching and learning Identify personal, social or learning purposes for viewing and reading learning area texts Have regular conversations personal and class text selections, e.g. before library visits, when selecting home reading from the class library, before and after shared and guided reading. Describe the purposes of texts using explicit language, e.g. to find things out, or for fun and enjoyment. Comprehension VR 1 iii Suggested teaching and learning Use text-processing strategies before, during and after viewing and reading, including: predicting and confirming the topic, visual features and structure using knowledge of word order in simple sentences reading on and re-reading to make meaning Collaboratively develop a class checklist of text processing question prompts to use before, during and after reading, e.g. on a white board — We think this book is about….we can tell this because…. Confirm predictions after reading by revisiting the text and visual features. Predict the text type and structure by connecting to prior knowledge about similar texts, e.g. pre-reading drawing, think–pair–share discussions, KWL charts (Know, Want to know, Learnt), Y charts (3-part graphic organiser), roleplays. Develop knowledge of word order in simple sentences by highlighting key words, and through construction and deconstruction activities. Model and explicitly name the strategies of reading on, and re-reading when using big books and other shared texts, e.g. I don’t know this word … I am going to read on to see if I can get some clues from the rest of the sentence … Now I will re-read the sentence to see if I can work it out. VR 1 iv Suggested teaching and learning
Word knowledge WC 1 xiii Suggested teaching and learning Spell: high-frequency words and familiar words correctly words words containing known base words and word endings Highlight high-frequency sight words within texts. Display high-frequency sight words, familiar words and words on a clothesline around the room, adding new words when encountered in viewing and reading. Write consonant–vowel–consonant words, including onset and rime and changing initial and final sounds. Construct and deconstruct words containing known base words and word endings using letter tiles, highlighters, cutting, tracing and covering. WC 1 xiv Suggested teaching and learning Spell unfamiliar words using: phonological knowledge and relationships vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and consonant blends Use phonological knowledge and sound–symbol relationships by: exploring syllabification to spell words, e.g. clapping, covering up syllables making sounds associated with letters and groups of letters when spelling and viewing the letter groups. Use short vowels and simple long-vowel patterns by: innovating on familiar rhymes listening for and identifying short vowels and simple patterns in rhyme when reading poems and performing raps developing games and play resources for word building, e.g. dominoes, flip books. common letter clusters and morphemes in word families analogies and connections with known words Use common vowel and consonant digraphs and consonant blends by developing spelling wheels that create new words every time you turn them. Use common letter clusters and morphemes in word families by developing word searches, crossword and jumble-word games. Use analogies and connections with known words by: writing shared texts and talking aloud about strategies, e.g. I know how to spell “cake”. It sounds like “make”. sorting words into groups and explaining why.