English Support Materials
English snapshot: Reluctant readers
English/Literacy/Interpreting, analysing, evaluating
|Relevant aspects of the Achievement Standards
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY 1679)
Students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They select information, ideas and events in texts that relate to their own lives and to other texts.
Nature of the assessment
Teacher observation and diagnostic assessment of a sub-group of students
Purposes of the assessment
To identify reasons for the reluctance of a group of students to read and for their poor fluency and intonation when reading aloud.
Stage in the Teaching sequence
The teacher used her professional judgement to determine whether there was a need to assess the students'
- automatic word recognition
- phonological knowledge
- ability to use context to decode and comprehend
- vocabulary knowledge.
The teacher also considered assessing the students' oral comprehension to determine the extent to which the students could make literal and inferential interpretations of information.
The teacher decided which skills she would assess informally, by observing and making notes as the students read aloud; and which she would assess using a more formal assessment (such as running record) or a standardised test.
Using the information
Based on the information gathered, the teacher provided targeted teaching for the sub-group of students and, where necessary, for a particular student.