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Language Development



Reading strategies

All children are encouraged to read with fluency, accuracy, understanding and enjoyment and are taught to use a range of strategies to make sense of their reading materials.

Reading goals include:

*  Phonemic awareness and phonic knowledge
*  Hear, identify, segment and blend phonemes in words
*  sound and name the letters of the alphabet
*  Link sound and letter patterns, exploring rhyme, and other sound patterns
*  Identify syllables in words
*  Recognize that the same sounds may have different spellings and that the  same spellings may relate to different sounds
*  Word recognition and graphic knowledge
*  Read on sight high-frequency words and other familiar words
*  Recognize words with common spelling patterns
*  Recognize specific parts of words, including prefixes, suffixes, inflectional endings, plurals

Grammatical awareness

*   Understand how word order affects meaning
*   Decipher new words, and confirm or check meaning
*   Work out the sense of a sentence by rereading or reading ahead

Contextual understanding

   Focus on meaning derived from the text as a whole
   Use their knowledge of book conventions, structure, sequence and presentational devices
  Draw on their background knowledge and understanding of the content.

Reading for information

*   Children should be encourage to use the organizational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information
* Understand that texts about the same topic may contain different information or present similar information in different ways
*Use reference materials for different purposes.


*  Children should be encouraged to  develop their understanding of fiction, poetry and drama
*  They are taught to identify and describe characters, events and settings in fiction
*   Use their knowledge of sequence and story language when they are retelling stories and predicting events
*   Express preferences, giving reasons
*  Learn, recite and act out stories and poems
*  Identify patterns of rhythm, rhyme and sounds in poems and their effects
*  Respond imaginatively in different ways to what they read [for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music].

Language structure and variation

 Children are encouraged to read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text [for example, beginnings and endings in stories, use of captions].

 Comprehension Skills

 During their primary years, children should be taught  knowledge, skills and understanding through the following ranges of literature and non-fiction and non-literary texts.


*The range should include stories and poems with familiar settings and those  based on imaginary or fantasy worlds
*  Stories, plays and poems by significant children's authors
*  Traditional folk and fairy stories
*  Stories and poems from a range of cultures
*  Stories, plays and poems with patterned and predictable language
*   Stories and poems that are challenging in terms of length or vocabulary
*   Texts where the use of language benefits from being read aloud and reread.

Non-fiction and non-literary texts

 The range should include information texts, including those with continuous text and relevant illustrations, dictionaries, encyclopedias and other reference materials.





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