Back to Reading and Viewing
Task Summary
The student was asked to read a fiction text at their independent reading level. The fiction text was Come Back, Pip! by Jan Weeks. 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 25 seconds
Come Back, Pip! transcript (docx - 51kb)
Level 1 English, Reading and Viewing achievement standard (extract only)
This fiction text example provides evidence of student achievement for:
... make connections to personal experience when explaining characters and main events in short texts ... 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: Come Back, Pip!, Jan Weeks, Nelson Publishers, 2001.
Duration: 1 minute 35 seconds
The student:
Discusses details about their own pet’s history.
Accurately and clearly reads the title, indicating knowledge of phonics and words along with concepts about print.
Makes logical and appropriate predictions that the text is about a pet getting lost.
Demonstrates a literal interpretation of the title, while the next statement ‘he’s running away’ indicates an ability to reason and apply inferential prediction based on cover images and the title of the story.
The student:
Self-corrects through re-reading (live - lived) to ensure meaning is maintained while reading.
Attempts to decode unknown words by using knowledge of consonant–vowel sound blends, for example 'ca' in canary.
Refers to images on several pages to investigate and problem solve the meaning of the new word (canary), ensuring accurate and complete comprehension is maintained
The student:
Demonstrates knowledge of sound and letter relationships, high-frequency words, sentence-boundaries, punctuation and directionality through fluent reading.
Provides logical reasoning when explaining the circumstances and applying inferential comprehension as to why the characters in the book will put the cat out when feeding the bird.
The student:
Pauses briefly to scan the page when beginning to read to assist with the comprehension of the story.
Practices phrasing, develops fluency and grammatical awareness by reading the text as meaningful phrases.
The student:
Attempts to read the grammar presented with expression, for example ‘“Oh no”, said Ben’, demonstrating developing phrasing and fluency.
Monitors meaning as reading, explains when questioned that Ben was worried about being in trouble over the cat.
Describes the cats’ involvement when questioned, demonstrating an inferential comprehension of the text.
Duration: 1 minute 27 seconds
The student:
Demonstrates fluency through attention to grammar, clear pronunciation and the deliberate pace used.
Scans and reviews images to check and monitor meaning when the phrasing creates some confusion.
Understands the repetition of words, for example ‘he was very, very happy’, and how repetition is used to create emphasis in the text.
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:
- 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)