Julia speaks English as an additional language; her first language is German. She is in Year 1 and taught in a mixed Reception, Year 1 and Year 2 class. As numbers in any one year group can be small, the children often work in mixed-year groupings and work is differentiated by ability.
The evidence for her reading comes from routine classroom teaching, work linked to the Primary Framework and from different subjects across the curriculum.
This assessment summary draws together evidence from Julia's reading as well as from teacher knowledge and observation.
Julia has made considerable progress in her reading since the start of the spring term. At that point her sight vocabulary was relatively limited and she lacked confidence in her use of phonic skills.
AF1
The reading conferences towards the end of the summer term show the development of Julia's word reading skills. The range of words recognised on sight is quite extensive and she applies her phonic knowledge to increasingly demanding and complex vocabulary. While there is some loss of fluency as she reads more challenging texts, there is sufficient evidence for AF1 at level 2.
AF2
Julia's understanding of what she has read is shown in her ability to recall specific information about characters and events. The evidence comes from narrative fiction but there is strong evidence of level 2 attainment in AF2 from both the reading conferences and the work on Cinderella.
AF3
The evidence from Julia's reading of narrative fiction shows that she is making good progress in developing the ability to deduce and infer. She is quick to identify what characters are feeling in interaction with one another and can predict what the likely consequences are from events. With support, her achievement touches aspects of level 2.
AF4
There is less evidence to draw on for AF4, although the work on Cinderella demonstrates Julia’s grasp of chronological story organisation. In discussion with her teacher during the reading conference, Julia shows understanding of ways of signalling speakers in a story. Level 1 criteria met for this assessment focus.
AF5
The second reading conference suggests that the unusual grammatical structures found in literary writing pose a particular area of difficulty for Julia. She makes some comments on patterned language. Level 1 criteria are met for AF5.
AF6
Julia has strong opinions about the stories she reads and she is able to support these with simple reasons, based on what fictional characters are like. These comments need to be extended across a wider range of reading in order to securely meet the criteria for level 2. Level 1 awarded for AF6.
AF7
Although isolated examples suggest that Julia is attentive to the way texts are put together and she can make simple points of connection between stories that she knows, there is as yet insufficient evidence to make a judgement for AF7.
