For more information, see:Ĭontent description VCELA179 Level two Reading and viewing For more information, see:Įxplore differences in words that represent people, places and things (nouns, including pronouns), happening and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs). Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies including prediction, monitoring meaning and rereading. Links to the Victorian Curriculum - English sentence boundary punctuation especially question and exclamation marks (eg: Where were they going in the dead of the night?).alliteration (eg: Hare with a hat, Cat with a cake, Pig with a parcel).words that rhyme (eg: night, moonlight).interesting vocabulary such as: dale, trail, paws, bold, brave, mystery.
Scary Night (Gibbes and King, 2015, Adelaide, SA: Working Title Press) Text contains After modelling the strategy, students will be encouraged to use a similar strategy when reading independently. Additionally, the teacher might use syntax to assist this process. The teacher will reread, read on and use the illustrations to help with clarifying.
#Another word for clarify how to
During the reading the teacher will pause and use the think aloud process to model how to clarify the meaning of new vocabulary. This lesson will require students to listen to the teacher read aloud.
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