<<MyRead Home List of Guides
Cooperative Reading Guideposts
B = Beginning D = Developing A = Achieving
| Code breaker (Code breaker) Decoding the codes and conventions of written and spoken texts, eg: |
B | D | A |
|---|---|---|---|
| uses a range of word identification strategies to identify unfamiliar words, eg say a word that would make sense and keep reading, integrate knowledge of context, meaning and grammar to confirm or reject attempts to identify unfamiliar words | |||
| discusses various literary devices such as similes and metaphors | |||
| explores common letter patterns | |||
| focuses on the function and use of various categories of words, eg base words, parts of speech, homophones, homonyms, synonyms, antonyms, prefixes | |||
| Text user (Illustrator) Understanding the purposes of different written, spoken and visual texts for different cultural and social functions, eg: |
B | D | A |
| discusses different types of texts and the purposes for which they are used | |||
| interacts with others around a text by sharing and justifying personal responses | |||
| uses texts for enjoyment and to find information | |||
| chooses and uses texts within a community of literacy users to fulfil own goals | |||
| chooses and adjusts reading strategies to suit own purposes as well as the type of text they are reading | |||
| Text participant (Discussion manager) Comprehending written, spoken and visual texts, eg: |
B | D | A |
| asks ‘fat’ and ‘skinny’ questions | |||
| explains the difference between ‘fat’ and ‘skinny’ questions | |||
| visualises events and characters | |||
| understands literal meaning in texts | |||
| infers and substantiates information from texts | |||
| understands different layers of meaning in a text | |||
| links new ideas from texts with own knowledge and experiences | |||
| uses knowledge of text structure to construct meaning | |||
| connects parts of the text, eg links cause and effect or problem and solution | |||
| describes how text structure contributes to the meaning of a text | |||
| reads purposefully | |||
| uses and interprets illustrations, maps, diagrams, tables and graphs to construct meaning | |||
| Text analyst (Investigator) Understanding how texts position readers, viewers and listeners, eg: |
B | D | A |
| recognises that texts are written by authors who have a point of view | |||
| identifies, questions and clarifies the author’s point of view | |||
| explains and justifies why people interpret texts differently | |||
| compares and contrasts texts on the same topic written from different viewpoints | |||
| identifies bias in a text | |||
| identifies character stereotypes | |||
| identifies words that portray stereotypes | |||
| discusses thoughts on the information presented in a text | |||
| constructs an alternative position to the one taken in the text |