ESF Reading Scope and Sequence

7/28/2019 ESF Reading Scope and Sequence

1/6

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ESFReadingScopeandSequence

Illustrationsconveymeaning.Printconveys

meaning.Peoplereadforpleasure.Stories

cantellaboutimaginedworlds.Printed

informationcantellabouttherealworld.

Thereareestablishedwaysofsettingout

printandorganizingbooks.

Thesoundsofspokenlanguagecanbe

representedvisually.Writtenlanguageworks

differentlyfromspokenlanguage.Consistent

waysofrecordingwords/ideasenablemember

ofalanguagecommunitytocommunicate.

Peoplereadtolearn.Thewordsweseeand

hearenableustocreatepicturesinourmind.

Differenttypesoftextsservedifferentpurposes.

Whatwealreadyknowenablesustounderstand

whatweread.Applyingarangeofstrategies

helpsustoreadandunderstandnewtexts.

Wonderingabouttextsandaskingquestionshelps

ustounderstandthemeaning.Thestructureand

organisationofwrittenlanguageinfluencesand

conveysmeaning.

Readingandthinkingworktogethertoenableus

tomakemeaning.Checking,rereadingand

correctingourownreadingaswegoenableus

toreadnewandmorecomplextexts.

Identifyingthemainideasinthetexthelpsusto

understandwhatisimportant.Knowingwhat

weaimtoachievehelpsustoselectuseful

referencematerialtoconductresearch.

Authorsstructurestoriesaroundsignificant

themes.Effectivestorieshaveastructure,

purposeandsequenceofevents(plot)thathelp

tomaketheauthor'sintentionclear.

Synthesizingideasandinformationfromtexts

leadstonewideasandunderstanding.Reading

opensourmindstomultipleperspectivesand

helpsustounderstandhowpeoplethink,feel

andact.

Us

eofTexts

Listentoanddemonstrate

comprehensionby

talkingabout

significantideasina

text

Displayreading-likebehaviour,e.g.

showingan

understandingofhow

abookworks,for

example,cover,

beginning,directional

movement,end,

holdsbookrightway

up,clicksmouseto

seenewwindow

Knowthatprintcarriesamessagebutmayreadtheirown

writingandunfamiliar

textsdifferentlyeach

time

Readanddemonstrate

comprehensionof

textsbye.g.recalling

someideasexplicitin

atext,identifyingthe

topicofatextand

respondingto

questions

Demonstratethatprintremains

constant,e.g.when

listeningtofamiliar

stories,noticewhen

thereaderleavesout

orchangesparts,

transferknowledgeof

familiarwordsfrom

onecontexttoanother

Maintainthestorylinewhenreading

familiartexts

Withassistance,locateandselecttexts

appropriateto

purposeorinterest

Participateinshared

reading,joininginwith

rhymes,refrainsand

repeatedtexts

Readtextsatan

Readanddemonstrate

comprehensionof

textsby:

recallingideasexplicitinatext

selectingalimitednumberofexplicit

eventstoretellatext

linkingtwoideasexplicitinatext,e.g.

anactionandits

result

Participateinshared

reading,posingand

respondingtoquestions

-Begintolocateand

selecttextsappropriate

topurpose,interestandreadability,e.g.use

librarysystems,skims

contentspage

Realisethatthereisa

differencebetween

fictionandnon-fiction

texts

Readtextsatan

appropriatelevelwith

understanding

Readanddemonstratecomprehensionof

textsby:

recallingkey

informationexplicitina

text

identifyingmainideas

explicitinsimpletexts

selectingeventsto

retellatext,sometimes

includingunnecessary

eventsorinformation

linkingexplicitideas

inatext,e.g.comparing

acharacteratdifferent

pointsinastory

Recognisearangeof

differenttexttypes,for

example,letters,poetry,plays,stories,

novels,reports,articles

-Locateandselecttexts

appropriatetopurpose,

interestandreadability,

e.g.uselibrarysystems,

skimscontentspage

Readtextsatan


understanding

-Readanddemonstrate

comprehensionoftexts

by:

recallingkeyinformationexplicitin

anincreasingrangeof

texts

identifyingmainideas

explicitinarangeof

texts

-linkingideas,both

explicitandimplicit,ina

smallrangeoftexts

selectingeventsto

retellatext

Recogniseandusethe

differentpartsofa

book,forexample,

contents,index,glossary

Locateandselect

textsbothinprintand

onlinetosuitpurpose

e.g.newspapers,

magazines,journals,

comics,graphicbooks,

e-books,blogs,wikis

Readtextsatan


understanding

Readanddemonstratecomprehensionoftextsby:

identifyingthemainidea(s)

citingsupportingdetail

selectingeventsfromatext

tosuitaspecificpurpose

linkingideas,bothexplicit

andimplicit,inatext,e.g.causeandeffect

Usereferencebooks,dictionaries,andcomputer

andweb-basedapplications

withincreasingindependence

andresponsibility

-Locateandselecttexts

appropriatetopurposeand

audience,e.g.usesearch

engines,checkcurrencyof

informationReadtextsatanappropriate

levelwithunderstanding

Readanddemonstrate

comprehensionofa

widerangeoftexts

independentlyand

withunderstanding

Appreciateauthorsuseoflanguageand

interpretmeaning

beyondthe literal

Locate,organiseandsynthesiseinformation

fromavarietyof

sources,includingthe

library/

mediacentre,the

internet,peopleinthe

school,family,the

immediateortheglobalcommunity

Usetheinternetresponsiblyand

knowledgeably,

appreciatingitsuses

andlimitations

Readtextsatan


understanding

Readanddemonstrate

comprehensionoftextsby

consideringpeers

perspectivestoco-constructnewunderstanding

-Comparetextswitha

similarthemebyorganizing

informationandideasto

provideevidencefora

particularpointofview

Readtextsatan


understanding

RolePlay

Phase1 Phase2 Phase3 Phase4 Phase5

ProficientTransitionalEarlyExperimental .

Kindergarten Year2 Year4 Year6

Year1 Year3 Year5 Year7


2/6

` appropriatelevelwith

understanding

ContextualUnderstand

ing

-Makelinkstoown

experiencewhen

listeningtoor

readingtexts,e.g.

pointstoillustrations

sayingIhadaparty.-Identifyandtalk

aboutfamiliar

charactersorpeople

fromtexts

Expressopinions

aboutthemeaningofa

story

-Talkabouttheways

differentpeopleor

charactersarerepresentedintexts

-Demonstratethat

printandillustrations

combinetocarrythe

message.

-Identifytheroleofthe

authorandillustratorof

atext

-Expressanopinion

aboutatext,butmay

notalwaysbeableto

justifyit

Makeconnections

betweenpersonalexperienceand

storybookcharacters

Wonderabouttexts

andaskquestionstotry

tounderstandwhatthe

authorissayingtothe

reader

-Expressandjustify

personalresponsesto

texts,e.g.Ididntlike

because-Recognisehow

characters,peopleandeventsarerepresented

andoffersuggestions

foralternatives

-Discusstheauthors

andillustrators

purposeincreatinga

text

-Recogniseown

interpretationmay

differfromthatofother

readersortheauthor/s

Discusspersonality

andbehaviourofstorybookcharacters,

commentingonreasons

whytheymightreactin

particularways

-Understandthat

authorsandillustrators

selectinformationto

suitapurposeand

audience

Understandandrespondto

theideas,feelingsand

attitudesexpressedinvarious

texts,showingempathyfor

characters

-Recognisethatauthorsandillustratorsattempttoposition

readers

-Recognisedevicesthat

authorsandillustratorsuseto

influenceconstructionof

meaning,e.g.visualclues,

omissions

Distinguishbetweenfact

andopinion,andreachestheir

ownconclusionsaboutwhat

representsvalidinformation

-Discussandjustifyown

interpretationofatext

-Recognisehow

charactersorpeople,

factsandeventsare

representedandcanspeculateaboutthe

authorschoices

-Recogniseandexplain

howauthorsand

illustratorsattemptto

positionreaders

-Recogniseandexplain

devicesthatauthorsand

illustratorsuseto

influenceconstructionof

meaning,e.g.visual

clues,omissions

-Recognisehowones

values,attitudesandbeliefs

impactontheinterpretation

oftext

Compareandcontrastthe

plotsand/orcharactersoftwodifferentbutsimilar

novels,commentingon

effectivenessandimpact.

-Discussthetargetaudience

foraspecifictext,andhow

theauthorhastailoredthe

language,ideasand

presentationtosuit

Conventions

Distinguishbetweenpicturesandwritten

text

Begintodiscriminate

betweenvisual

representationssuch

assymbols,numbers,

ICTiconography,

lettersandwords

-Knowrepetitive

patternsinvery

familiarstories

-Recogniseownname

orpartofit,inprint

-Identifythelettersofthealphabetbyname

andsound

-Recogniseawordasa

unitofprintwithspace

oneitherside

-Demonstrate

understandingofthe

conceptsand

conventionsofprint

e.g.lefttoright,topto

bottom,spacing,capital

lettersandfullstops

Readandunderstand

familiarprintfromthe

immediateenvironmente.g.signs,

advertisements,logos,

ICTiconography

-Identifiesandsupplies

rhymingwordswhen

listeningtoatext

-Recogniseasmall

bankofknownwordsin

differentcontexts,e.g.

highfrequencyand

highinterestwords

-Demonstrateunderstandingofthe

conceptsand

conventionsofprint,

e.g.layoutand

punctuation.

-Recogniseabankof

frequentlyused,high

frequencyandhigh

interestwords

-Explainhowasmallrangeoftextformsvary

bystating:-

-purposee.g.to

instruct

-someelementsof

organizatione.g.

procedureshave

headings

-someelementsof

structuree.g.

procedureslist

materialsandsteps

-Recogniseabankof

frequentlyusedwords

indifferentcontexts,e.g.highfrequencyand

highinterestwords

-Explainhowknowntextformsvarybyusing

knowledgeof:

-purpose,e.g.to

toreport

-textorganisation,

e.g.headings,

subheadings,an

index,glossary

-languagefeatures,

e.g.timelesstense

-Recognisean

increasingbankof

wordsindifferent

contexts,e.g.subject

specificwords,lesscommonwords

-Explainhowarangeoftextformsvarybyusingknowledge

of:

purpose,e.g.topersuade

textstructure,e.g.problem

andsolution

textorganisation,e.g.

paragraphing

languagefeatures,e.g.

conjunctions

-Recogniseanincreasingbank

ofwordsindifferentcontexts,

e.g.subjectspecificwords

Identifygenre(includingfantasy,

biography,science

fiction,mystery,

historicalnovel)and

explainelements

andliteraryforms

thatareassociated

withdifferentgenre

Recogniseand

understand

figurativelanguage,

forexample,similes,

metaphors,idioms

-Recognisetheselectionoflanguagefeaturessuchas:

-wordstodistinguishfact

fromopinionandbiase.g.I

think;Ithasbeenreported

-synonymstodenote

connotationse.g.thief,

bandit,pickpocket

-Recogniseanextensive

bankofwordsautomatically

inmanycontexts


3/6

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ProcessesandStrategies

Relyuponknowledgeoftopicandtext

organisationsuchas

pictureswhen

reading

Relyonthestrategyofconnectingto

comprehende.g.

connectstexttoself

Determineunknownwordsbyusingasmall

rangeofword-

identification

strategiese.g.

soundingout,

predictingusing

beginningletters

and/orpictures

Begintodrawuponalimitedknowledge

basetocomprehend,

e.g.topicknowledge,

sentencepatternsand

sound-symbol

relationships

Usealimitedrangeofstrategiesto

comprehend,e.g.

prediction,connection

Determineunknownwordsbyusingasmall

rangeofword-

identification

strategiese.g.

soundingout,

semantics

Drawuponalimitedknowledgebaseto

comprehend,e.g.topicknowledge,sentence

patternsandsound-

symbolrelationships

Usesomestrategiestocomprehend,e.g.

comparing,predicting,

connecting

Determineunknownwordsbyusingarange

ofword-identification

strategiese.g.

chunking,re-reading

Drawuponasmallknowledgebaseto

comprehend,e.g.sight

vocabulary,concept

andtextstructureknowledge

Useasmallrangeofstrategiesto

comprehend,e.g.self-

questioning,adjusting

readingrate

Makepredictions

aboutastory,based

ontheirown

knowledgeand

experience;reviseor

confirmpredictionsas

thestoryprogresses

Reflectregularlyon

readingandsetfuture

goals

Determineunknownwordsbyusingarange

ofword-identification

strategiese.g.reading

on,adjustingreading

rate

-Drawuponan

increasingknowledge

basetocomprehend,

e.g.sightvocabulary,

conceptandtext

structureknowledge

-Useanincreasing

rangeofstrategiesto

comprehend,e.g.

inferring,creating

images

Knowhowtoskim

andscantextstodecide

whethertheywillbe

useful,before

attemptingtoreadin

detail

Reflectregularlyon

readingandsetfuture

goals

Determineunknownwordsbyusingword-identification

strategies,e.g.analogy

Drawuponawideknowledgebasetocomprehend,e.g.text

structureandorganisation,

grammar,vocabulary

Useanincreasingrangeofstrategiestocomprehend,

e.g.determiningimportance,summarising

Identifyrelevant,reliable

andusefulinformationand

decideonappropriatewaysto

useit

Reflectregularlyonreading

andsetfuturegoals

Determineunknownwordsbyusingword-

identificationstrategies

Drawuponawiderknowledgebaseto

comprehend,e.g.text

structureand

organisation,grammar,

vocabulary

Usesarangeofstrategiestosolve

comprehension

problemsanddeepen

theirunderstandingofa

text

Makeinferencesand

beabletojustifythem

Reflectregularlyon

readingandsetfuture

goals

-Determineunknownwords

byusingarangeofword-


-Selectsfromabroad

knowledgebaseto

comprehende.g.text

structureandorganization,

cultural/worldknowledge,

grammar,vocabulary

-Selectappropriate

strategiesfromawiderange

tocomprehend

-Determineunknownwords

byselectingappropriate

word-identification

strategies

Reflectregularlyonreadingandsetfuturegoals


4/6

`

ReportingToParents

Demonstratethat

printremains

constant

Participateinshared

reading,joiningin

withrhymes,

refrainsand

repeatedtexts

Readtextsatan


understanding

Expressopinions

aboutthemeaningof

astory

Demonstratethat

printand

illustrations

combinetocarrythe

message.Identifytheroleof

theauthorand

illustratorofatext

Identifythelettersof

thealphabetby

nameandsound

Demonstrate

understandingofthe

conceptsand

conventionsofprint

e.g.lefttoright,top

tobottom,spacing,

capitallettersand

fullstops

Readand

understandfamiliar

printfromthe

immediate

environmente.g.

signs,

advertisements,

logos,ICT

iconography

Identifiesand

suppliesrhyming

wordswhen

listeningtoatext

Begintolocateand

selecttexts

appropriateto

purpose,interest

andreadability,e.g.

uselibrarysystems,

skimscontentspage

Realisethatthereis

adifferencebetweenfictionandnon-

fictiontexts

Readtextsatan


understanding

Makeconnections

betweenpersonal

experienceand

storybookcharacters

Wonderabouttexts

andaskquestionsto

trytounderstand

whattheauthoris

sayingtothereaderDemonstrate

understandingofthe

conceptsand

conventionsofprint,

e.g.layoutand

punctuation.

Recogniseabankof

frequentlyused,high

frequencyandhigh

interestwords

Determineunknownwordsbyusinga

smallrangeofword-

identification

strategiese.g.

soundingout,

semantics

Drawuponalimited

knowledgebaseto

comprehend,e.g.

topicknowledge,

sentencepatterns

andsound-symbol

relationships

Locateandselect

textsappropriateto

purpose,interest

andreadability,e.g.

uselibrarysystems,

skimscontentspageReadtextsatan


understanding

Discusstheauthors

andillustrators

purposeincreatinga

text

Explainhowasmall

rangeoftextforms

varybystating:-

-purposee.g.to

instruct

-someelementsof

organizatione.g.

procedureshave

headings

-someelementsof

structuree.g.

procedureslist

materialsandsteps

Recogniseabankof

frequentlyused

wordsindifferent

contexts,e.g.high

frequencyandhigh

interestwords

Determineunknown

wordsbyusinga

rangeofword-

identification

strategiese.g.chunking,re-reading

Drawuponasmall

knowledgebaseto

comprehend,e.g.

sightvocabulary,

conceptandtext

structureknowledge

Useasmallrangeof

strategiesto

comprehend,e.g.

self-questioning,

adjustingreading

Recogniseanduse

thedifferentpartsof

abook,forexample,

contents,index,

glossary

Locateandselect

textsbothinprint

andonlinetosuit

purposee.g.

newspapers,magazines,journals,

comics,graphic

books,e-books,

blogs,wikis

Readtextsatan


understandingUnderstandthat

authorsand

illustratorsselect

informationtosuita

purposeandaudience

Explainhowknown

textformsvaryby

usingknowledgeof:

-purpose,e.g.to

toreport

-textorganisation,

e.g.headings,

subheadings,an

index,glossary

-languagefeatures,

e.g.timelesstense

Recognisean

increasingbankof

wordsindifferentcontexts,e.g.subject

specificwords,less

commonwords

Determineunknown

wordsbyusinga

rangeofword-

identification

strategiese.g.

readingon,adjusting

readingrate

Drawuponan

increasing

Usereferencebooks,

dictionaries,andcomputer

andweb-based

applicationswith

increasingindependence

andresponsibility

Locateandselecttexts

appropriatetopurpose

andaudience,e.g.use

searchengines,checkcurrencyofinformation

Readtextsatanappropriate

levelwithunderstandingRecognisedevicesthat

authorsandillustrators

usetoinfluence

constructionofmeaning,e.g.visualclues,omissionsDistinguishbetweenfactandopinion,andreaches

theirownconclusions

aboutwhatrepresents

validinformation

Explainhowarangeoftext

formsvarybyusing

knowledgeof:

purpose,e.g.topersuade

textstructure,e.g.

problemandsolution

textorganisation,e.g.

paragraphing

languagefeatures,e.g.

conjunctions

Recogniseanincreasing

bankofwordsindifferent

contexts,e.g.subjectspecificwords

Determineunknownwords

byusingword-

identificationstrategies,

e.g.analogy

Drawuponawide

knowledgebaseto

comprehend,e.g.text

structureandorganisation,

grammar,vocabulary

Useanincreasingrangeof

Locate,organiseand

synthesiseinformation

fromavarietyofsources

Usetheinternet

responsiblyand

knowledgeably,

appreciatingitsusesand

limitations

Readtextsatan


understanding

Discussandjustifyown

interpretationofatextRecogniseandexplain

howauthorsand

illustratorsattemptto

positionreadersRecogniseandexplain

devicesthatauthorsand

illustratorsuseto

influenceconstructionofmeaning,e.g.visual

clues,omissionsIdentifygenre

(includingfantasy,

biography,science

fiction,mystery,

historicalnovel)and

explainelementsand

literaryformsthatare

associatedwith

differentgenre

Recogniseandunderstandfigurative

language,forexample,

similes,metaphors,

idioms

Determineunknown

wordsbyusingword-


Drawuponawider

knowledgebaseto

comprehend,e.g.text

structureand

organisation,grammar,


5/6

`

Recogniseasmall

bankofknown

wordsindifferent

contexts,e.g.high

frequencyandhigh

interestwords

Determineunknown

wordsbyusinga

smallrangeofword-identification

strategiese.g.

soundingout,

predictingusing

beginningletters

and/orpictures

Begintodrawupona

limitedknowledge

basetocomprehend,

e.g.topicknowledge,

sentencepatterns

andsound-symbol

relationships

Usealimitedrange

ofstrategiesto

comprehend,e.g.

prediction,

connection

Usesomestrategies

tocomprehend,e.g.

comparing,

predicting,

connecting

rate

knowledgebaseto

comprehend,e.g.

sightvocabulary,

conceptandtext

structureknowledge

Useanincreasing

rangeofstrategiesto

comprehend,e.g.

inferring,creating

images

Knowhowtoskim

andscantextsto

decidewhetherthey

willbeuseful,before

attemptingtoreadin

detail

strategiestocomprehend,

e.g.determining

importance,summarizing

Identifyrelevant,reliable

andusefulinformationand

decideonappropriate

waystouseit

vocabulary

Usesarangeof

strategiestosolve

comprehension

problemsanddeepen

theirunderstandingofa

text

Makeinferencesandbe

abletojustifythem

FirstStepsGloba

lStatements

Readersinthisphase

displayreading-like

behaviourswhen

interactingwithtextssuch

aspicturebooks,traditional

talesandsimple

informationaltexts.They

relyheavilyontopicknowledge,picturesand

memorisationwhen

readingtextspreviously

heard.AlthoughRolePlay

readersmaybeginto

identifytheirownnameor

partsofit,theyareyetto

matchspokenandwritten

words.

Inthisphase,readersuse

memoryoffamiliar,

predictabletextsandtheir

developingsound-symbol

knowledgetomatchsome

spokenwordswithwritten

words.Experimentalreadersarefocusedon

understandingandconveying

themeaningofthesetexts

ratherthanreadingallwords

accurately.Theyreadand

comprehendtextswith

repetitive,limitedandknown

vocabularyandsupportive

illustrations.

Inthisphase,readersuse

memoryoffamiliar,

predictabletextsandtheir

developingsound-symbol

knowledgetomatchsome

spokenwordswithwritten

words.Experimentalreadersarefocusedon

understandingandconveying

themeaningofthesetexts

ratherthanreadingallwords

accurately.Theyreadand

comprehendtextswith

repetitive,limitedandknown

vocabularyandsupportive

illustrations.

Earlyreadersrecognisea

bankoffrequentlyused

wordsanduseasmallrange

ofstrategiestocomprehend

texts.Theseincludeshort

literarytextsandstructured

informationaltextsthathavefamiliarvocabularyandare

supportedbyillustrations.

Readingofunfamiliartextsis

oftenslowanddeliberateas

theyfocusonreadingexactly

whatisonthepage,using

soundingoutasaprimary

word-identificationstrategy.

Early readers recognise a

bank of frequently usedwords and use a small range

of strategies to comprehendtexts. These include short

literary texts and structured

informational texts that havefamiliar vocabulary and are

supported by illustrations.

Reading of unfamiliar texts

is often slow and deliberate

as they focus on reading

exactly what is on the page,using sounding out as a

primary word-identification

strategy.

Inthisphasereadersare

beginningtointegrate

strategiestoidentifyunknown

wordsandtocomprehendtext.

Thesestrategies,combined

withanincreasingbankofsight

words,enablereaderstoread

textssuchasnovels,

newspapersandwebsiteswith

familiarcontent,fluentlyand

withexpression.Transitional

readersreflectonstrategies

usedandarebeginningto

discusstheireffectiveness.

Inthisphasereadersare

beginningtointegrate

strategiestoidentify

unknownwordsandto

comprehendtext.These

strategies,combinedwith

anincreasingbankofsight

words,enablereadersto

readtextssuchasnovels,

newspapersandwebsites

withfamiliarcontent,

fluentlyandwith

expression.Transitional

readersreflectonstrategies

usedandarebeginningto

discusstheireffectiveness.

Proficientreadershave

developedamulti-strategy

approachtoidentifyunknown

wordsandcomprehend

demandingtextssuchas

subject-specifictextbooks,

novelsandessays.Theyare

abletoselectstrategies

appropriatetothepurposeandcomplexityofthetext.

Readershaveagreaterability

toconnecttopic,grammatical,

cultural/worldandtext

structureknowledgewithwhat

isnewinthetext.Proficient

readersidentifythetarget

audienceofatext.Theydraw

onevidencefromtheirown

experiencetochallengeor

questionthetext.


6/6

`

IBO

Overa

llExpectations

Learnersshowan

understandingthatprint

representstherealorthe

imaginedworld.They

knowthatreadinggives

themknowledgeand

pleasure;thatitcanbea

socialactivityoran

individualactivity.They

haveaconceptofa

book,andanawarenessofsomeofitsstructural

elements.Theyusevisual

cuestorecallsoundsand

thewordstheyare

readingtoconstruct

meaning.

Learnersshowan

understandingthat

languagecanbe

representedvisually

throughcodesand

symbols.Theyare

extendingtheirdatabank

ofprintedcodesand

symbolsandareableto

recognisetheminnewcontexts.Theyunderstand

thatreadingisavehiclefor

learning,andthatthe

combinationofcodes

conveysmeaning.

Learnersshowan

understandingthat

languagecanbe

representedvisually

throughcodesand

symbols.Theyare

extendingtheirdatabank

ofprintedcodesand

symbolsandareableto

recognisetheminnewcontexts.They

understandthatreadingis

avehicleforlearning,and

thatthecombinationof

codesconveysmeaning.

Learnersshowan

understandingthattextis

usedtoconveymeaningin

differentwaysandfor

differentpurposes-they

aredevelopingan

awarenessofcontext.They

usestrategies,basedon

whattheyknow,toreadforunderstanding.They

recognisethatthe

structureandorganisation

oftextconveysmeaning.

Learnersshowan

understandingofthe

relationshipbetween

reading,thinkingand

reflection.Theyknowthat

readingisextendingtheir

world,bothrealand

imagined,andthatthereis

areciprocalrelationship

betweenthetwo.Most

importantly,theyhave

establishedreading

routinesandrelishthe

processofreading.

Learnersshowan

understandingofthe

relationshipbetweenreading,

thinkingandreflection.They

knowthatreadingisextending

theirworld,bothrealand

imagined,andthatthereisa

reciprocalrelationship

betweenthetwo.Mostimportantly,theyhave

establishedreadingroutines

andrelishtheprocessof

reading.

Learnersshowan

understandingofthe

strategiesauthorsuseto

engagethem.Theyhave

theirfavouriteauthors

andcanarticulatereasons

fortheirchoices.Reading

providesasenseof

accomplishment,notonly

intheprocess,butintheaccessitprovidesthem

furtherknowledgeabout,

andunderstandingof,the

world.

Learnersshowan

understandingofthe

strategiesauthorsuseto

engagethem.Theyhavetheir

favouriteauthorsandcan

articulatereasonsfortheir

choices.Readingprovidesa

senseofaccomplishment,

notonlyintheprocess,butintheaccessitprovidesthem

furtherknowledgeabout,

andunderstandingof,the

world.

Notes:

Bulletpoint=IBLanguageScopeandSequence

Hyphen=FirstStepsIndicators

ReferencehasbeenmadetotheNewZealandLanguageCurriculum

Documents

ESF Reading Scope and Sequence