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• VCELY287

  Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing

  Elaborations

  • reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies, including rereading, self questioning and pausing, and self correction strategies such as confirming and cross-checking
  • reading aloud with fluency and expression
  • reading a wide range of different types of texts for pleasure

  VCELY287 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY318

  Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks
  • selecting and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to the topic and task
  • reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

  VCELY318 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY346

  Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies
  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
  • identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones

  VCELY346 | Curriculum content | English | Level 6 | Reading and Viewing | Literacy

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy