5 Literacy Task posters and 1 Guide poster.
Print these posters out and display them in your classroom.
5 Literacy Tasks:
- Read to Self
- Work on Writing
- Read to Someone
- Word Work
- Listen to Reading
teaching resource
Literacy Tasks - Posters
Updated: 21 May 2017
5 Literacy Task posters and 1 Guide poster.
Editable: Word
Non-Editable: PDF
Pages: 6 Pages
Years: 1 - 3
Curriculum
AC9EFLY04
Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
AC9E3LY04
Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
AC9E4LY04
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
AC9E6LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
VC2EFLY09
Read decodable and authentic texts using developing phonic knowledge, and make and monitor meaning using context and emerging grammatical knowledge <ul> <li>navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed and matching one spoken word to one written word</li> <li>attempting to work out unknown words by using phonic decoding and knowledge of high-frequency words</li> <li>pausing or asking for support when meaning breaks down</li> </ul>
VC2E3LY07
Read different types of texts using phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when required <ul> <li>using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words</li> <li>reading a wider range of texts from different learning areas, including chapter books and informative texts</li> </ul>
VC2E4LY06
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li> </ul>
VC2E6LY08
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings <ul> <li>making connections between the text and their own experiences or other texts</li> <li>making connections between information in print and images</li> <li>using prior knowledge and textual information to make inferences</li> <li>asking and answering questions</li> <li>using graphic organisers to visualise connections, categories and hierarchies of information</li> <li>summarising a text or part of a text</li> </ul>
ENE-OLC-01
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
ENE-PRINT-01
Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
ENE-PHOKW-01
Uses single-letter grapheme-phoneme correspondences and common digraphs to decode and encode words when reading and creating texts
ENE-RECOM-01
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
EN2-REFLU-01
Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning
EN2-RECOM-01
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN3-RECOM-01
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-CWT-01
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
EN3-UARL-02
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
ACELY1649
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledgeElaborationsnavigating a text correctly, starting at the right pl...
ACELY1679
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
ACELY1691
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
ACELY1712
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadingsElaborationsbringing subject and...
ACELY1713
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textsElaborationsmaking connections between the text and studentsâ own experience or oth...
Curriculum
AC9EFLY04
Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
AC9E3LY04
Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
AC9E4LY04
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
AC9E6LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
VC2EFLY09
Read decodable and authentic texts using developing phonic knowledge, and make and monitor meaning using context and emerging grammatical knowledge <ul> <li>navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed and matching one spoken word to one written word</li> <li>attempting to work out unknown words by using phonic decoding and knowledge of high-frequency words</li> <li>pausing or asking for support when meaning breaks down</li> </ul>
VC2E3LY07
Read different types of texts using phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when required <ul> <li>using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words</li> <li>reading a wider range of texts from different learning areas, including chapter books and informative texts</li> </ul>
VC2E4LY06
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li> </ul>
VC2E6LY08
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings <ul> <li>making connections between the text and their own experiences or other texts</li> <li>making connections between information in print and images</li> <li>using prior knowledge and textual information to make inferences</li> <li>asking and answering questions</li> <li>using graphic organisers to visualise connections, categories and hierarchies of information</li> <li>summarising a text or part of a text</li> </ul>
ENE-OLC-01
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
ENE-PRINT-01
Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
ENE-PHOKW-01
Uses single-letter grapheme-phoneme correspondences and common digraphs to decode and encode words when reading and creating texts
ENE-RECOM-01
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
EN2-REFLU-01
Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning
EN2-RECOM-01
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN3-RECOM-01
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-CWT-01
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
EN3-UARL-02
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
ACELY1649
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledgeElaborationsnavigating a text correctly, starting at the right pl...
ACELY1679
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
ACELY1691
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
ACELY1712
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadingsElaborationsbringing subject and...
ACELY1713
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textsElaborationsmaking connections between the text and studentsâ own experience or oth...
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Hi Guys, We have now updated this resource and created a Word Version so you can edit the text. You can now customize the wording to suit your needs in your classroom. Please let me know if you have any further questions, I'm more than happy to help. -Holly
Thanks for all the comments everyone! We're looking into updating this resource and creating a Word version so you can edit the text. As you can understand, we get a number of requests to create new resources, so I can't guarantee when it'll be finished. The good news is that we’ll soon be offering a way for Teacher and Ultimate Plan members to submit their requests and have them voted on by the Teach Starter community. Each month we will complete the most popular requests. Please let me know if you have any further questions, I’m more than happy to help. - Shanelle