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 Have regular conversations personal and class text learning purposes for selections, e.g. before library visits, when selecting home viewing and reading reading from the class library, before and after shared and learning area texts 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 Collaboratively develop a class checklist of text processing strategies before, during question prompts to use before, during and after reading, and after viewing and e.g. on a white board We think this book is about….we can — reading, including: tell this because…. predicting and Confirm predictions after reading by revisiting the text and confirming the topic, visual features. visual features and Predict the text type and structure by connecting to prior structure knowledge about similar texts, e.g. pre-reading drawing, using knowledge of think–pair–share discussions, KWL charts (Know, Want to word order in simple know, Learnt), Y charts (3-part graphic organiser), roleplays. sentences Develop knowledge of word order in simple sentences by reading on and highlighting key words, and through construction and re-reading to make deconstruction activities. meaning 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
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
yr1_lit_num_checkpoints_future.docx