Back to Reading and Viewing
Task Summary
The student was asked to read a non-fiction text at their independent reading level. The non-fiction text was Mice by Beverley Randell and Clive Harper. Before reading, the student was prompted to make some predictions based on the title, illustrations on the front cover and previous experiences.
Duration: 7 minutes 37 seconds
Mice transcript (docx - 53.87kb)
Level 1 English: Reading and Viewing achievement standard (extract only):
This non-fiction text example provides evidence of student achievement for:
... They make connections to personal experience ... in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read aloud, with developing fluency, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.When reading, they use knowledge of the relationships between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.
Victorian Curriculum F–10: English- Level 1 - Reading and Viewing
Video segments with annotations against achievement standard extracts
Some text within annotations is taken directly from the book: Mice, Beverley Randell and Clive Harper, Nelson Publishers, 1997
The student:
Reads the title and uses it to make a logical prediction of what the book is about, demonstrating an understanding of print.
Uses images on the cover to support this prediction.
Describes own knowledge about mice and then adds more detail using elements of the cover as a prompt, for example ‘They’re small’, to elaborate on the first response.
Articulates that they have no further experiences related to the book.
Duration: 1 minute 33 seconds
The student:
Scans the page to demonstrate knowledge of print features such as headings and titles, tables of contents and page numbering.
Self-corrects immediately when beginning to read the title of the first chapter instead of the page heading.
Gives reasonable explanation of the purpose of the contents page when asked.
Reads with developing phrasing and fluency, monitoring meaning, scanning and adhering to all the features on the page.
Accurately responds to questions about the text, for example ‘Do you know what these words are telling you about?’, demonstrating growing comprehension of the context.
The student:
Reads the text with attention to pronouncing each word, sentence phrasing and meaning revealing developing text processing strategies, including grammatical knowledge and comprehension strategies.
Refers to the images to support ongoing comprehension and evidence to support pre-reading predictions.
The student:
Responds to inferential questioning with prior knowledge and comprehension of the text read.
Clarifies responses when further questioned, demonstrating the application of comprehension strategies.
The student:
Monitors meaning while reading, and is therefore able to recall information read and responds to the literal questioning.
Reads the text with phrasing and fluency demonstrating phonic, semantic, contextual and grammatical awareness.
Duration: 1 minute 4 seconds
The student:
Reads the text with growing fluency, applying grammar in order to phrase into meaningful parts.
Applies the comprehension strategy of scanning the page to interpret pictures and the text simultaneously.
Explains the meaning of words within the text through the support of the pictures, for example the word bare and the response ‘Mice have babies’.
Makes connections and recalls prior experiences beyond the text to answer inferential questioning, for example ‘What other animals lay eggs?’.
Planning the next stage of student learning
When planning the next stage of the teaching and learning program to progress this student’s learning, focus on the following skills and knowledge:
- Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (VCELA212)
- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams (VCELA213)
- Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations (VCELA218)
- Discuss different texts on a similar topic, identifying similarities and differences between the texts (VCELY220)
- Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting (VCELY221)
- Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (VCELY222)
- Compare opinions about characters, events and settings in and between texts (VCELT242)