<<MyRead Home List of Guides
Phonemic Awareness Guideposts
B = Beginning D = Developing A = Achieving
| Code breaker Decoding the codes and conventions of written and spoken texts, eg: |
B | D | A |
|---|---|---|---|
| attends to the sounds in spoken words | |||
| makes correspondences between sounds & letter/s | |||
| becomes familiar with patterns and conventions in written words | |||
| uses text meaning and grammatical cues for word identification | |||
| through teacher reading aloud hears the flow of written language | |||
| examines specific visual and word images in eg, book and website | |||
| Text user Understanding the purposes of different written, spoken and visual texts for different cultural and social functions, eg: |
B | D | A |
| recognises the conventions of the different text types eg, recount, diary, video and website, and discusses how texts may have the same subject matter but very different purposes | |||
| creates and reads responses to text in other text types eg, letter to the editor, diary written by Mother | |||
| Text participant Comprehending written, spoken and visual texts, eg: |
B | D | A |
| makes links between background knowledge (gained from, eg video and KLAs) and the events and issues in the text | |||
| compares own experiences with aspects of text, eg dealing with crises, doing something you feel very positive about | |||
| debates issues raised in the text, eg pollution | |||
| predicts consequences if particular events had been different, eg what would have happened if ... | |||
| Text analyst Understanding how texts position readers, viewers and listeners, eg: |
B | D | A |
| recognises that not everyone feels positively about adventurers, eg class talk back radio program debating the issues of rescue at sea | |||
| speculates on how the story would differ if the author had lived in another time, place or culture, or had been a girl | |||
| identifies what advantages the author had and what obstacles he overcame to achieve his goals |