Julia read a non-fiction text, Birds, to the teaching assistant. Notes were recorded by the teaching assistant and discussed with the teacher later.
- Good fluent reading of words, repeats short phrases if she loses sense. Uses phonic knowledge to confirm a few words.
- Recalls information, e.g. about technical vocabulary, habits of different birds. Does this accurately and in detail. Links written text to photographs.
- Discussion and growing understanding of vocabulary, e.g. species, ripping off food. Uses glossary confidently to check meanings.
- Locates information about birds of prey using index. Makes choices about what to read.
- Read table of information, highlighting factual contrasts between birds.
- Understands layout of text.
- Detailed discussion of writer's knowledge of birds. Suggests some interesting follow up questions for the author, and how he might answer them, 'he might have to use other books and computers to answer…'
Assessment commentary
- Reading is largely fluent and accurate, and there is evidence of different reading strategies being used (AF1 L3).
- Detailed discussion of how birds of prey rip their food, using their beaks not claws, confirms Julia's engagement with the text and her understanding of what she has read (AF2 L3 b1 and b2).
- Julia understands the basic features of a non-fiction text, commenting about the organisation of the information into sections 'so you don't have to read all of the book, just sections'. She can interpret information presented in tabular form in the text (AF4 L3 b1).
- She engages with the language of the text, highlighting and discussing particular word choices, for example why the author used 'technical' vocabulary such as 'habitat', 'wingspan', 'species' (AF5 L3 b1).
- Julia is aware of the writer and his purposes; she understands why the text was written and the intended audience, for example those who are interested in birds or who want to find out more about particular birds of prey. She is able to say why she liked the book (AF6 L2, b1 and b2).
