Bookmarks to remind your students of the different reading strategies.
Print, cut and fold these double-sided Reading Strategy Bookmarks. Great as prompts for students when reading individually.
Use this book mark in conjunction with:
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NSW Curriculum alignment
Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Victorian Curriculum alignment
Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking
Australian Curriculum alignment
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting
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-correcting
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