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-Assessment Data (reading assessment/ grouping / reporting)

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- Ways to assess reading and comprehension
- Different reading programs available
- Reading and comprehension strategies
- Semantic, syntactic and graphophonic cues
- Reading on, between and beyond the lines
- Engaging readers
- Catering for all learners
- Selecting appropriate texts
- Teaching methods (e.g. literature circles, conferencing)

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- Editing
- Spelling (Deb's spelling)
- Structures
- Letters/sounds
-  Different points of views
- Characters

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- Roles of the reader (decode, text participant, text user, text analyst)
- Comprehension Strategies (finding out more about the text)
(literal, inferential)
- Phonological awareness
- Running Records
- Reading groups (how do you follow up from these activities? Reading big book)

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- Punctuation
- Peer / Teacher Conferencing
- Planning - best tool that suits the learning
- The main idea / purpose for the piece
- Publishing
- Paragraph / sentence structures

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- Language for interaction
- Pronunciation
- Word Origins
- Oral Language practice
- Questioning (why, how, who?)
- Debates
-Wait times
-

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- Presentation (voice projection, tone)
- Reading a text
- Providing feedback about a text
- Peer to peer reflection

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- Decoding texts
- Assessing students understanding
- Students to articulate their understanding
- Activities to extend beyond the book
- Analysing the text
- Inferences/comprehension
- Re-reading

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- Ways of incorporating time for students' to discuss / confer with ideas about the text.

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- Discourse
- Positive/constructive language
- Peer assessment
- Questioning
- Expression/eye contact
- Respectful
-

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-8 parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections.
- Purpose of different texts

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-Conferencing
-Discourse
-Inferring
-Consonants
-Vowels
-Phoneme
-Grapheme (graph, digraph, trigraph, quadgraph)

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- Meaningful & deliberate (strategies to enhance the writing experience within the classroom)

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Positive and constructive feedback
Oral language

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syllable
adjective

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- Figurative language
- Critical literacies
- Literal and inferential meaning
- Phoneme
- Grapheme
- Phonological awareness
- Phonemic awareness
- Semantic, syntactic and graphophonic cues
- Grammar and parts of speech (e.g. clause, verb, onset, rime)

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- developing ideas
- genre
- authorial and secretarial stages
- expressing ideas
- language
- text formats
- audience
- voice
- grammar
- 1st, 2nd & 3rd Person

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-Participating in collaborative discussions
-Active listening
-Acceptance and understanding of different opinions

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- CAFE
- VOICES
- VCOP
- Guided Reading
- Conferencing  (peer & teacher)
- Reading eggs
- Sunshine online

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-4 roles of the reader
-Bright Futures
-PROBE
- Literature circles

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- Write to read
- Songs or patterns to increase awareness of letter formation.
- Using blackboard with the letter written on it, use a wet sponge to trace over the letter to rub it off and form the pattern the letter makes.
-Thras

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2.      Running records for example PM, Fountas and pinnall 

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2.      Running records for example PM, Fountas and pinnall 

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words their way
literature circle
thass
little learner love literacy
Soundwaves
Stars and Cars
writing workshop
writers notebook
David''s Hornsby program on phonics
independent here and model reading
reading eggs
sunshine online readers
fitzroy readers

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-Reporting Writing

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- how to set up
- running records

Questioning within guided reading
- focus group
-comprehension task

The difference between guided reading and shared reading experiences.

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- Text structures in writing (professional understanding)
- Punctuation

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- curriculum assessment mapping

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- blends
- letter strings

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Decoding Strategies and Comprehension Strategies

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Decoding Strategies and Comprehension Strategies

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Bianca's Tute

- how do we assess this in the beginning?
- misuse of cues

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Building confidence in reluctant writers.

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Building confidence in reluctant writers.

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Bianca's