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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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