PHASES+IN+LITERACY+DEVELOPMENT+TABLE


 * || READING || WRITING ||
 * **BEGINING** (aged 0-3) || Handles a book

Turns pages

Looks at pictures || Pretends to write on paper with crayon, paint or pencils. ||
 * **EARLY EMERGENT** (3-5) || Chooses favourite books

Joins in with books read aloud, memorise rhymes and predictable texts. || Scribble can contain drawing and writing,

Invents some letters and repeats these, letters an numbers appear. ||
 * **EMERGENT** (Kindergarten to prep) || Begins to grasp concept of words

Left to right, top to bottom directionality

Reads word by word matching spoken word to print. Can retell a simple story. || Write letters and words. Leaves spaces between words

Begins to understand a sentence and some punctuation

Understands that another person can read their written words. ||
 * **EARLY** (Prep to Grade 1) || May still read word-by-word matching each printed word with a spoken word

Uses multiple sources of information and self corrects if the reading doesn't make sense

Adjusts reading style to the type of text. Retells the text in sequence. Increasing fluency of reading and reads vocalising aloud. || Writes about topics that are meaningful

Can write simple sentences

Is aware of and can use most forms of punctuation ||
 * **TRANSITIONAL** (Grade 1 and 2) || Reads with more fluency in phrases rather than word by word

Reads silently

Can retell main ideas and summarise what has been said

Uses a variey of strategies to comprehend texts || Can write several sentences with several ideas and includes punctuation

Records own ideas. Checks spelling and punctuation

The speed of writing increases and the ideas rather than the mechanics of writing take over ||
 * **EXTENDING** (Grade 2+) || Changes style of reading to suit the text type

Careful close reading for directions and research reports and more fluent reading for narrative and descriptions

Uses a range of reading strategies to identify new words and comprehend texts || Writes a range of text types suited to different auidences

Revises, edits and proof reads, checks for flow and meaning of texts

Uses a range of punctuation conventions

Can construct a paragraph with topic sentence. Can link several ideas in a formal piece of text || The table above is an extract from Hill, S (2006 p. 6) NB: These phases in literacy development are a guide only