Syllabus and reading programpjlanguagelearningassistance.com/page3/page11/files... · Noughts and...

How does the reading program meet the K-6 English syllabus requirements? Early stage one The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed Page 50 Outcomes activity addresses Pages 20-47 Modeled read • Engage with the meanings of a variety of written an

visual texts through daily shared, guided and independent activities such as interpreting pictures, ordering pictures to tell a story, following and responding to simple stories read aloud, joining in with or reading aloud known parts of text, recognizing environmental print such as labels and instructions, reading own written texts, reading simple books and CD-ROMs chosen from class library.

• Use context to predict meaning in written texts eg, illustrations, logos, labels and signs.

• Identify grammatical patterns in shared and guided reading, eg, action verbs, words or groups of words that tell who or what, words or groups of words that tell when, where and how.

• Use phonological and graphological cues to decode written texts eg, knowledge of letters and their sounds to predict words (including those in initial, final and medial positions), direction of print, high frequency and known sight words.

• RS1.5 reads a wider variety of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

• RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts.

• RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter.

• RS1.8 Identifies the text structure and basic grammatical features of a limited range or text types.

• Engage in reading behaviour such as holding books, turning pages, looking at pictures, pointing to words using one to one correspondence.

• Talk about the difference between literary and factual texts.

• Read and discuss a variety of texts with students daily.

• Talk about for whom a particular text is written. • Link different types of reading and visual material

to different topics through activities such as predicting content from the cover or illustrations.

• Design activities in which students have the opportunity to describe, interpret and give opinions on texts and their effect on audience.

• Talk about the beginning and end of texts being viewed or heard.

• Talk about sentences and groups of words that name characters and things eg, verbs, action verbs, words that tell when.

• Draw attention to capital letters, full stops, letters of the alphabet, symbols, signs and other conventions in shared and guided reading.

• Noughts and crosses sound drill


RS1.6- graphological and phonological information

Rosners • Use phonological and graphological cues to decode

written texts eg, knowledge of letters and their sounds to predict words (including those in initial, final and medial positions), direction of print, high frequency and known sight words.

RS1.6- graphological and phonological information

Phonemic awareness games


RS1.6- graphological and phonological information WS1.11 Uses knowledge of sight words and letter-sound correspondence and a variety of strategies to spell familiar words

Fluency reading Fluency rates given in 1997 Board of studies NSW document- Literacy, Interim support document p. 83 and NSW Department of Education and training publication- Programming and strategies handbook p. 52.

RS1.6- Grammatical information

Comprehension/SRA • Engage with the meanings of a variety of written an visual texts through daily shared, guided and independent activities such as interpreting pictures, ordering pictures to tell a story, following and responding to simple stories read aloud, joining in with or reading aloud known parts of text, recognizing environmental print such as labels and instructions, reading own written texts, reading simple books and CD-ROMs chosen from class library.

RS1.5 RS1.7 RS1.8

• Use context to predict meaning in written texts eg, illustrations, logos, labels and signs.

• Identify grammatical patterns in shared and guided reading, eg, action verbs, words or groups of words that tell who or what, words or groups of words that tell when, where and how.

• Link different types of reading and visual material to different topics through activities such as predicting content from the cover or illustrations.

• Design activities in which students have the opportunity to describe, interpret and give opinions on texts and their effect on audience.

• Talk about sentences and groups of words that name characters and things eg, verbs, action verbs, words that tell when.

Mid stage one The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed 2 Outcomes activity addresses Pages 20-47 Modeled read • Read a variety of written and visual literacy and

factual texts in daily shared, guided and independent reading activities for enjoyment and information across an increasing range of topics.

• Relate personal experience and knowledge to their understanding of written text.

• Work with grammatical patterns in shared and guided reading to enhance comprehension.

• Demonstrate understanding of different parts of a book: Title, contents page, index, spine.

• Talk about the purpose of different texts and how the stages of the text contribute to achieving the purpose.

• Demonstrate how to use the context to use the context to assist in understanding the meaning of written texts.

• Compare different texts in terms of audience. • Draw attention to the stages of simple written

texts, eg, recounts… • Assist students to identify specific grammatical

patterns found in particular text types eg, action verbs in literary texts…

• Assist students to identify capital letters, full stops and question marks.

• RS1.5 reads a wider variety of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts




Noughts and crosses sound drill

• Practice using phonological and graphological cues to decode written texts, including letter-sound knowledge and sound blending, increasing repertoire of high frequency and sight words, segmenting words into syllables into onset and rime, punctuation.

RS1.6- graphological and phonological information.

Rosners • Practice using phonological and graphological cues to decode written texts, including letter-sound knowledge and sound blending, increasing repertoire of high frequency and sight words, segmenting words into syllables into onset and rime, punctuation.



• Practice using phonological and graphological cues to decode written texts, including letter-sound knowledge and sound blending, increasing repertoire of high frequency and sight words, segmenting words into syllables into onset and rime, punctuation.

RS1.6- graphological and phonological information. WS1.11 Uses knowledge of sight words and letter-sound correspondence and a variety of strategies to spell familiar words.


RS1.6- Grammatical information

Comprehension/SRA • Relate personal experience and knowledge to their understanding of written text.

RS1.5 RS1.7

• Work with grammatical patterns in shared and guided reading to enhance comprehension.

• Demonstrate how to use the context to assist in understanding the meaning of written texts.

• Talk about the purpose of different texts and how the stages of the text contribute to achieving the purpose.

• Compare different texts in terms of audience • Assist students to identify specific grammatical

patterns found in particular text types eg, action verbs in literary texts…

• Assist students to identify capital letters, full stops and question marks.

RS1.8

Late Stage One The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed Page 52 Outcomes activity addresses Pages 20-47 Modeled read • Read a variety of written and visual literacy and

factual texts in daily shared, guided and independent reading activities drawing on knowledge of other texts and personal experience to bring meaning to reading, eg, comparing fairy tales.

• Use grammatical information in shared and guided reading.

• Demonstrate how to make use of cover, index, title page, headings and subheadings.

• Encourage students to recall incidents and information in text.

• Discuss with students the characters from a book, their actions and qualities.

• Provide opportunities for students to express a point of view and an interpretation of a text.

• Encourage students to make and justify predictions about texts.

• Draw attention to point of view in texts read and viewed.

• Point out ways in which texts are organized and discuss with students their features.

• Provide opportunities for students to identify nouns, verbs, adjectives, synonyms and antonyms.

• Provide opportunities for students to name

• RS1.5 reads a wider variety of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.




punctuation marks and talk about their purpose. Noughts and crosses sound drill

• Use a variety of graphological and phonological strategies to respond to text eg, sounding out CVVC patterns, vowel diagraphs, double vowel sounds etc, responding to punctuation, exchanging one sound for another to make a new word, comparing new words with known high frequency and sight words.


Rosners • Use a variety of graphological and phonological strategies to respond to text eg, sounding out CVVC patterns, vowel diagraphs, double vowel sounds etc, responding to punctuation, exchanging one sound for another to make a new word, comparing new words with known high frequency and sight words.



• Use a variety of graphological and phonological strategies to respond to text eg, sounding out CVVC patterns, vowel diagraphs, double vowel sounds etc, responding to punctuation, exchanging one sound for another to make a new word, comparing new words with known high frequency and sight words.


Fluency reading * Fluency rates given in 1997 Board of studies NSW document- Literacy, Interim support document p 83 and NSW Department of Education and training publication- Programming and strategies handbook p 52

• Self corrects when meaning is interrupted in simple texts, eg by pausing, repeating words and phrases,

RS1.6- Grammatical information.

reading and reading on. Comprehension/SRA • Provide opportunities for students to express a

point of view and an interpretation of a text. • Encourage students to make and justify predictions

about texts. • Draw attention to point of view in texts read and

viewed. • Use grammatical information in shared and guided

reading. • Demonstrate how to make use of cover, index, title

page, headings and subheadings. • Encourage students to recall incidents and

information in text. • Provide opportunities for students to identify

nouns, verbs, adjectives, synonyms and antonyms. • Provide opportunities for students to name

punctuation marks and talk about their purpose.

RS1.5 RS1.7 RS1.8

Early stage two The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed Page 52 Outcomes activity addresses Pages 20-47 Modeled read • Read and respond to a wide range of written and

visual literacy and factual texts- including information and stories about other places, times and cultures- in daily shared, guided and independent reading activities, drawing on knowledge of topic to make inferences about ideas in the text, eg respond to how and why questions.

• Use a variety of self correction strategies to identify unknown words in more complex texts, eg, sounding out, looking at word in context, pausing, reading on and referring back.

• Use grammatical information in shared and guided reading activities and organized according to their purpose.

• Discuss how literary and factual texts such as narrative, poetry, drama, recount, report etc are organized according to their purpose.

• Provide opportunities for students to compare and discuss subject matter and characters in texts written by the same author.

• Make explicit for students the difference between fact and opinion.

• RS2.5 Reads independently o wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

• RS2.6 Uses effectively an integrated range of skills and strategies when reading and interpreting written text.

• RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.

• RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.

• Draw students attention to the ways in which different groups of people may be stereotyped in texts.

• Demonstrate how visual texts contribute to meaning, eg, tables, charts, diagrams.

• Design activities that enable students to recognize cohesive links in texts, eg, pronouns and refer back to particular people or things, or word chains.

• Model how to identify the subject of a clause or simple sentence by asking who or what performed the action.

• Point out and discuss with students the use of quoted and reported speech in texts.


• Use a variety of graphological and phonological strategies to respond to text, eg, use knowledge of syllables, word families and common prefixes and suffixes when reading.


Rosners • Use a variety of graphological and phonological strategies to respond to text, eg, use knowledge of syllables, word families and common prefixes and suffixes when reading.



• Use a variety of graphological and phonological strategies to respond to text, eg, use knowledge of syllables, word families and common prefixes

RS2.6- graphological and phonological information. WS1.11 Uses knowledge of sight words and

and suffixes when reading. letter-sound correspondence and a variety of strategies to spell familiar words.

Fluency reading Fluency rates given in 1997 Board of studies NSW document- Literacy, Interim support document p 83 and NSW Department of Education and training publication- Programming and strategies handbook p. 52.

• Use a variety of self correction strategies to identify unknown words in more complex texts, eg, sounding out, looking at word in context, pausing, reading on and referring back.

• Read fluently with expression after preparation.


Comprehension/SRA * Make explicit for students the difference between fact and opinion.

• Read and respond to a wide range of written and visual literacy and factual texts- including information and stories about other places, times and cultures- in daily shared, guided and independent reading activities, drawing on knowledge of topic to make inferences about ideas in the text, eg respond to how and why questions.

• Demonstrate how visual texts contribute to meaning, eg, tables, charts, diagrams.

• Design activities that enable students to recognize cohesive links in texts, eg, pronouns and refer back to particular people or things, or word chains.

RS2.5 RS2.7 RS2.8

• Model how to identify the subject of a clause or

simple sentence by asking who or what performed the action.

• Point out and discuss with students the use of quoted and reported speech in texts.

Late stage two The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed Page 52 Outcomes activity addresses Pages 20-47 Modeled read • Read and review a variety of more complex

literary and factual texts including Australian literature or stories and information from other cultures or times for sustained periods.

• Justify inferences made about a text read or viewed.

• Use grammaticcal in shared and guided reading activities eg, to identify words to show possibility or probability or relationships signaled by conjunctions.

• Use skimming of text to find key words in order to make brief notes for relevant information

• Use headings to locate information when scanning text.

• Draw students attention to the purpose and organisatation of factual and literary texts read in class.

• Assist students to differentiate between different writing styles eg, styles of different authors, objective and subjective text.

• Point out symbolic meanings in a range of written and visual texts.

• Encourage students to form opinions about texts they have read and viewed

• RS2.5 Reads independently o wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

• RS2.6 Uses effectively an integrated range of skills and strategies when reading and interpreting written text.

• RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.

• RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.

• Model the structure of a range of written and visual texts.

• Draw students attention to features of written texts

• Encourage students to identify relevant. grammatical features in texts they are reading

• Teach students how to use word identification procedures eg, base words, suffixes, prefixes, homonyms, contractions.

• Draw students attention to the conventions of poetry and their effects.

• Demonstrate to students how punctuation is used in written language to organize text into manageable meaningful segments.

• Point out to students the different forms that visual information can take, and teach students how to interpret these different forms.


• Use a variety of graphological and phonological strategies to respond to text, eg, knowledge of homonyms and contractions and of irregular multi syllabic words.



Rosners • Use a variety of graphological and phonological strategies to respond to text, eg, knowledge of homonyms and contractions and of irregular multi syllabic words.




• Use a variety of graphological and phonological strategies to respond to text, eg, knowledge of homonyms and contractions and of irregular multi syllabic words.


RS2.6- Graphological and phonological information. WS1.11 Uses knowledge of sight words and letter-sound correspondence and a variety of strategies to spell familiar words.

Fluency reading Fluency rates given in 1997 Board of studies NSW document- Literacy, Interim support document p 83 and NSW Department of Education and training publication- Programming and strategies handbook p. 52.

• Use a range of self correction strategies when reading for meaning eg- re reading, reading on, pausing and subvocalising.

• Read texts aloud including poems and scripted drama, using pitch, pause and emphasis.


Comprehension/SRA • Justify inferences made about a text read or reviewed.

• Use grammatical information in shared and guided reading activities eg, to identify words to show possibility or probability or relationships signaled by conjunctions.

• Use skimming of text to find key words in order to make brief notes for relevant information.

• Use headings to locate information when scanning

RS2.5 RS2.7 RS2.8

text. • Point out symbolic meanings in a range of written

and visual texts. • Point out to students the different forms that

visual information can take, and teach students how to interpret these different forms.

Early stage three The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed Page 52 Outcomes activity addresses Pages 20-47 Modeled read • Read and critically respond to a range of texts

for a range of purposes eg, extended novels, more complex factual texts.

• Discuss how information is organized and presented differently in a variety of texts

• Read daily a wider range of texts. (independently and in shared and guided reading).

• Use a variety of strategies such as skimming and scanning, using contents and index to find information on an unfamiliar topic in reference sources.

• Use grammatical information (such as reference links, synonyms, antonyms, adverbial phrases) appropriate to the text being read.

• Encourage students to read, analyse and evaluate information found in written and visual texts and justify their responses.

• Draw students attention to how texts are organized according to purpose.

• Explain the techniques used by writers to position a reader.

• Encourage students to read widely and compare, discuss and justify different interpretations of texts read and or viewed.

• RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.

• RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.

• RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experiences.

• RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers and viewers understanding of texts.

• Draw students attention to mixed text types and discuss their structure.

• Explain how the choice of grammar affects a reader or viewers interpretation of text.

• Design activities for students to explore the origins of words, particularly technical words.

• Draw students attention to the themes of clauses in texts.


RS3.6- Graphological and phonological information.

Rosners RS3.6- Graphological and phonological information.


RS3.6- Graphological and phonological information. WS1.11 Uses knowledge of sight words and letter-sound correspondence and a variety of strategies to spell familiar words.


• Consolidate the use of monitoring and self correcting reading strategies such as re reading, reading on and using word identification skills.


Comprehension/SRA • Use a variety of strategies such as skimming and scanning, using contents and index to find information on an unfamiliar topic in reference

RS3.5 RS3.7 RS3.8

sources. • Use grammatical information (such as reference

links, synonyms, antonyms, adverbial phrases) appropriate to the text being read.

• Encourage students to read, analyse and evaluate information found in written and visual texts and justify their responses.

Late stage three The following syllabus content and outcomes can be addressed in each of the listed reading program components. For more information (including indicators) see your syllabus. Program component Mandatory content addressed Page 52. Outcomes activity addresses Pages 20-47. Modeled read • Select, read, interpret and use a wide variety of

material with increasing autonomy eg, extended novels and information texts etc.

• Read more demanding texts that contain in creasing levels of technicality and abstraction.

• Develop skills in language identification through applying knowledge of word origins and word building.

• Recognise how grammatical features help to build us the meaning of texts eg, reference links, word chains, adverbial and adjectival phrases, evaluative language meaning.

• Discuss with students how the structure of a particular text type being read relates to the purpose and how readers can use their knowledge of text organization to predict and extract meaning from text.

• Talk about how authors always have a particular audience in mind eg, as students read texts they identify the target audience.

• Discuss with students how different texts treat the same subject matter.

• Develop students critical and evaluative skills

• RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.

• RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.

• RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experiences.

• RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers and viewers understanding of texts.

• Investigate with students the text. structures of a range of more complex texts to talk about how text organization. contributes to the achievement of text purpose.

• Talk about how authors employ grammatical features to achieve purpose of their texts

• Discuss the conventions of a range of complex text types.



• Develop higher order skills in decoding texts and accessing visual information.


Rosners • Develop skills in language identification through applying knowledge of word origins and word building.

• Develop higher order skills in decoding texts and accessing visual information.




• Develop higher order skills in decoding texts and accessing visual information


Fluency reading Fluency rates given in 1997 Board of studies NSW document- Literacy, Interim support document p 83 and NSW Department of Education and training publication- Programming and strategies handbook p 52

• Develop skills in language identification through


applying knowledge of word origins and word building.

• Read aloud with appropriate expression pause and emphasis.

Comprehension/SRA • Access a variety of increasingly challenging texts

using a range of skills such as predicting, re reading, reviewing, making notes, skimming scanning and reading on.

• Adjust reading strategies according to the type of text and its purpose.

• Recognise how grammatical features help to build us the meaning of texts eg, reference links, word chains, adverbial and adjectival phrases, evaluative language.

• Discuss with students how the structure of a particular text type being read relates to the purpose and how readers can use their knowledge of text organization to predict and extract meaning from text.

• Talk about how authors always have a particular audience in mind eg, as students read texts they identify the target audience.

RS3.5 RS3.7 RS3.8

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