Reading with James

Learner: James	Date: 14 August
Learning Area: English Level One: Processes and strategies associates sounds with letter clusters as well as with individual letters Language features recognises a large bank of high-frequency and some topic-specific words shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols	Learning Coach: P.L
Learning Observed
In Reading we have been learning to use word attack skills such as looking at word clusters and sounds (blends, word endings) to help us read tricky words. We’ve also been learning to use the pictures and think about what makes sense. James has been making steady progress in his reading. He shows capability by by thinking about what makes sense while reading out loud and using the pictures in the text to help him. James is beginning to think carefully about his follow-up activities and how to complete them independently. He works collaboratively during small group lessons by sharing his ideas and answers to questions.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice retelling the stories again out loud Continue to use word attack skills to help decode tricky words Continue to work on your Bug Club

Reading with James

Narrative Assessment - Reading

Learner: James             Learning Coach: Stephanie Hooker         Date: 21 June 2016

Learning Area: Reading Assessment

Learning Observed

Today we completed a Running Record on James to assess his reading capabilities. He scored 88% for accuracy and was able to answer 3 out of 4 comprehension questions to show his understanding of the story.  He attempted some unknown words using picture cues and his letter sound knowledge.  However, he sometimes omitted words and lost meaning.

Evidence of learning

I wonder if James practices reading at home? How does he solve new words?

Key Competencies/Vision Principles

James is developing his Capabilities in Reading. He is also using Thinking,  Language, Symbols and Texts.

Next Learning Steps

Attempt unknown words with decoding and re-reading the sentence Answer questions during and after the story Read everyday, both at home and school

Narrative Assessment - Reading - 17 March 2016

Learner:   James                   Learning Coach:  Megan Croll               Date:  17 March 2016

Learning Area: Literacy - Reading

Learning Observed

Today James completed a PM Benchmark Reading Assessment with me and read a Red Level 4 text.  He held the book correctly and maintained correct one-to-one matching between spoken and printed words.  James answered all the comprehension questions accurately.

Evidence of learning

James scored 84% on word accuracy with 14 errors and 1 self-correction.  He used the pictures to try make sense of the story and the initial letter to sound out unfamiliar words, e.g. comes (cat).   I wonder if he is listening to himself as he reads to make sure what he is reading makes sense.

Key Competencies/Vision Principles

James is developing his Capabilities in Reading and is starting to Think more about what he is reading to ensure that it makes sense.  He is increasing his ability to recognise more high frequency words (Using Language, Symbols and Text) and tries to Connect what he is reading to his own life experiences.

Next Learning Steps

Think about what he has read to check that it makes sense Learn more high frequency words Read to someone everyday at home

Learner: James, Jolin and Raymond      Learning Coach: Miriam Kamsteeg        Date:  19 March 2015

Learning Area: Literacy - Reading

Learning Observed

During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on the small whiteboard. After we had looked at some more basic words we all started to read our books. James, Jolin and Raymond needed guidance to put their fingers under the first word of their stories. Jolin recognised that she had “I” as the first word in her story. Jolin, James and Raymond read their first and second sentences along with me pointing to the words. They had to look at the pictures for clues of what words might be on the page. They then read the rest of their books to themselves.

Evidence of learning

This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?

Key Competencies/Vision Principles

These Learners have completed a Letter Identification Assessment just after they started at Ormiston James (48), Jolin (51) and Raymond (0). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).

Next Learning Steps

More discussion of the pictures - this will help develop their vocab better Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.