Every Student

R&V1 - Book Knowledge - Concrete Symbolic

Teaching Strategies

Guided practice »
Attribute meaning »
Motivators »
Modelling »
Independent practice »
Strategic pausing »
Prompting »


Teaching Opportunities

Literacy sessions
Library sessions
Leisure time


Teaching Resources

Big books
Sensory books
Board books
Variety of texts
Reading corner
Picture books


Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »


Programming Proforma

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Assessment Strategies



Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-4A A student demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

ENe-8B A student demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

ENe-10C A student thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts

ENe-12E A student demonstrates awareness of how to reflect on aspects of their own and others’ learning

Life Skills 7-10 Outcomes (2012)

ENLS-4A A student views and responds to a range of visual texts, media and multimedia

ENLS-5A A student recognises and uses visual texts, media and multimedia for a variety of purposes, audiences and contexts

ENLS-6A A student reads and responds to a range of written texts in familiar contexts

ENLS-7A A student uses strategies to obtain meaning from and interpret a range of texts


HSC Life Skills 11-12 Outcomes (2007)

HSC LS4.1 Recognises individual photographs, pictures, symbols or words for personal use

HSC LS4.5 Comprehend and responds to a variety of texts in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment

HSC LS6.1 Recognises familiar objects and images when presented in a range of formats so as to make choices and communicate needs

HSC LS6.2 Views images and interprets their meaning, information and content

Syllabus Content

Early Stage 1 (ENe) Content 


-recognise basic book conventions, e.g. open and hold books correctly, turn pages 4A

-share picture books and digital stories for enjoyment and pleasure 10C

-develop an appreciation for books, poetry and song and the importance of narrative 12E



Life Skills (ENLS) Content 


-view and respond to a range of visual texts, media and multimedia for enjoyment  4A

-respond to a variety of texts 4A


HSC Life Skills (LS) Content 


-select material with photographs or pictures of family members or friends, for personal enjoyment 4.1

-select printed material with photographs or pictures of favourite people, objects or items 4.1

-select written material to read for recreation and leisure 4.5

-use public libraries to select a variety of written material 4.5

-select material for viewing from a personal collection 6.1

-indicate preferences for specific visual material from an available selection of familiar items 6.1

English Learning Continuum Content

Responds to a book
Holds a book

Responds to a book

Use shared, modelled and guided reading sessions to elicit responses from students as a book is read. Use of the same book allows students to become familiar with the text and increases their confidence when contributing to class discussions. Strategies such as strategic pausing at favoured or memorised parts of the text encourage students to verbalise or sign them. Praise students for responding to the book and encourage this behaviour in future reading experiences. 


Read picture books with a student in a one-to-one session and observe them closely for any type of response. Depending on the student’s level of need the type of response could range from a blink of an eye to turning head or reaching for the book. As soon as the student responds to the book, interpret their response and provide verbal feedback to them such as, “SN likes the book, let’s keep reading!” Use a variety of different types of books and/or motivating topics/characters in order to ensure that a student will be engaged in the activity and more likely to make some form of response.


Holds a book

Present a book to a student and support them to hold it without immediately releasing or dropping it. Praise the student immediately by saying, “SN, you are holding the book, well done!” Initially students may lay the book open on their lap.Provide opportunities to hold/grasp the book for longer periods of time until the student is able to do this successfully on a consistent basis. When reading books as a class group, give the student their own copy of the book to hold for the duration of the reading. Praise the student for holding the book independently. 


Setup a reading corner in the classroom containing copies of familiar and motivating books for student use. After reading a book to the class group, drawing their attention to things of interest such as bright illustrations, pop-up pictures and sound buttons, provide opportunities for them to select and read a book from the reading corner. Provide support to those students who are unable to independently access the reading corner to select and hold a book of their choice. Praise students for holding the book and encourage conventional book handling where appropriate.


Motivating classroom or school libraries could be used to encourage students to hold and respond to books in their own reading time. Class libraries should be made up of a variety of texts that cover topics of interest and/or relate to units of work. 




Key Assessment Points



  • Observation could occur throughout the school day in a variety of activities when assessing these skills.
  • Skill checklists/rubrics could be used to assess some of these skills.


Suggested Apps


Musical Flash Cards - Animals
Funny Movie Maker
Glow Tunes
Baby Discover Images
Baby Touch Shapes
Twinkle Twinkle Little Star