Fluency and self-correction

participates in using reading material.

handles books and takes part in group activities with familiar text begins to track the direction of reading with their eyes, attending to each page change in books read to them by others.

understands that text tells the same story each time it is read. tracks the direction of reading with their eyes, attending to lines read in books read to them by others.

recognises when a word has been omitted or read incorrectly in repetitive familiar text read to them. begins to track pictures and words using their finger or object.

shows a reasonable pace reading repetitive language patterns and some familiar sight vocabulary.

reads text word by word tracking with finger or object and rereads familiar or independent-level text supported by illustrations, building fluency.

self-corrects using pictorial,  sound Sound
The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.  , visual and contextual cues.

tracks words in text read with their eyes. reads text at instructional and independent levels with good pace, phrasing, expression and understanding.

recognises when a line or word is lost and self-corrects using syntactical cues.

maintains a reasonable pace reading text with support from more complex repetitive language patterns, sight vocabulary, common letter patterns and initial  sound Sound
The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.  cues.

maintains a reasonable pace with decodable text using phonic knowledge, sight vocabulary and common letter patterns, and rarely loses their place.

maintains appropriate pace and accuracy with lengthier and more complex unfamiliar text using expression and intonation while drawing on a range of phonic, sight and context cues when unknown words are encountered.

maintains appropriate pace and accuracy using intonation and expression for the  genre Genre
Genres are types of multi-sentence oral or written text structures that have become conventionalised for particular purposes with expected organisational patterns, as well as language features related to register e.g., narrative, informational, persuasive, and multi-genre. Simply put, genre refers to a selection of writing forms in order to recount, explain, entertain, inform, give instructions, narrate, persuade and justify opinions.  and  audience Audience
The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing.  .

Evaluates and adapts intonation, expression and pace used while reading.