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APP reading standards file: George (Year 1 secure level 1)

Reading of Green Eggs and Ham

This example of George's reading occurred spontaneously when a Reception child was upset because she had fallen over. In order to cheer her up, George read her and her friend Dr. Seuss's Green Eggs and Ham. The book was available in the class reading corner. The teacher took the opportunity to gather evidence of George's reading and made the following notes.

Teacher's notes

  • Initially George reads very confidently and accurately. His voice is expressive and he reads with a good pace.
  • A few pages in, his confidence drops and he gets quieter. Still reading accurately but with much less expression. Slows down as the text gets trickier for him.
  • Needs to be reminded of strategies for decoding unknown words. Blends ea–t for 'eat'.
  • Clearly recognises and enjoys rhymes of mouse/house, Sam/ham, I/am.
  • Sustains reading after his audience has left him!

Assessment commentary

  • While this is a known, familiar text, George is recognising many words on sight and reading them automatically, although he has problems with 'here' (AF1 L1 b1). He used the punctuation to help him read so that the text made sense, for example pausing at full stops (AF1 L1 b3).
  • George sometimes uses phonic strategies when reminded, for example 'eat', here, but has a tendency to ask for help rather than try what he knows to decode unknown text (insufficient evidence for AF1 L1 b2).
  • He identifies and enjoys the repetition and rhyme, for example 'green eggs and ham', 'I do not like', 'mouse'/'house' (AF5 L1).
  • The context suggests that reading for George is linked with enjoyment: it is a good way of cheering an unhappy classmate up (AF6 L1).


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