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Task Summary
The student was asked to read a non-fiction text at their independent reading level. The non-fiction text was Animals on My Street by Annette Smith. Before reading, the student was prompted to make some predictions based on the title and illustrations on the front cover and their previous experiences.
Duration: 5 minutes 5 seconds
Animals on My Street transcript (docx - 47.35kb)
Foundation English, Reading and Viewing achievement standard (extract only)
This non-fiction text example provides evidence of student achievement for:
... monitoring strategies to make meaning from texts ... They understand that there are different types of texts... They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print, and sound and letters. They identify the letters of the English alphabet in both upper- and lower-case, and know and can use the sounds represented by most letters.
For more information, please see: Victorian Curriculum F–10: English Foundation - Reading and Viewing
Video segments with annotations against achievement standard extracts
The student:
Demonstrates understanding of print concepts, including title and directionality, when responding to the question ‘Can you read the title?’ by reading the title aloud and opening the book correctly.
Demonstrates an understanding of how words and images create meaning in stories through the accurate reading of the title.
Some text within annotations is taken directly from the book: Animals on My Street, Annette Smith, Nelson Publishing, 2006.
Paraphrases the title to predict that what the story may be about ‘lots of animals on the street’.
Predicts that a dog and cat may be in the story.
Applies existing knowledge by stating that ‘dogs are like cats’.
Duration: 1 minute 3 seconds
The student:
Demonstrates fluency by reading the words in meaningful parts while paying attention to the grammar shown.
Reads at a steady pace to ensure each word is read and pronounced fully, as well as reading without finger tracking.
Reads the heading and quickly scans the page illustration and layout, demonstrating attention to the structures and features of the text.
Pauses when required to read an unfamiliar word or when checking that meaning is maintained.
Demonstrates established phonemic awareness by reading high frequency words fluently.
The student:
Blends sounds associated with letters and cross-checks with clues in images to make meaning, for example the spider's web and the fence.
Uses syntax to make meaning, for example says spider's web not 'spider web'
The student:
Pronounces each word correctly, groups words into meaningful phrases and keeps a steady pace, demonstrating reading fluency.
Self-corrects words, demonstrating knowledge of letter blends as well as continued monitoring for meaning.
Scans each new page, demonstrating a developed concept of book orientation, structures and features of the text.
The student:
Engages in a post reading discussion about the story, demonstrating meaningful comprehension.
Responds to questions about the story, demonstrating an emerging connection between the text and self.
Follow-up discussion indicates a consideration for the students’ own experience and how it connects to the story context.
Planning the next stage of student learning
When planning the next stage of the teaching and learning program for this student, focus on the following skills and knowledge:
- Understand that the purposes texts serve shape their structure in predictable ways (VCELA176)
- Recognise short vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181)
- Understand how to spell one and two syllable words with common letter patterns (VCELA182)
- Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound (VCELA183)
- Respond to texts drawn from a range of cultures and experiences (VCELY185)
- Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (VCELY186)
- Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading (VCELY187)
- Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences (VCELT 207)