In this vignette, teachers from years 1, 5 and 8 demonstrate how they analyse students’ reading to determine their progress and plan for further teaching and learning.
In the year 1 classroom, the teacher gathers data about a student’s use of reading cues and text processing strategies in a running record. With the support of a colleague, she analyses the data to determine the need for explicit teaching about the use of semantic and grammatical knowledge.
In the year 5 classroom, the teacher gathers data to inform his planning. He uses a reading interview to determine how the students are using text processing strategies like predicting and confirming, monitoring meaning, skimming and scanning.
In the year 8 classroom, the teacher asks questions of the student prior to reading, to determine the student’s progress towards skimming and scanning the text to determine what vocabulary, text structures and language features she may encounter when she is reading.
The TeachingACEnglish project was developed by the Department of Education, Training and Employment, Queensland in collaboration with Education Services Australia.
This vignette was filmed at Kallangur State School and Gordonvale State High School, Queensland.
In the Australian Curriculum: English, the content descriptions related to the knowledge, understanding and skills of reading and comprehension strategies from Foundation to year 10 are represented in the Literacy strand of English, in the sub-strand Interpreting, analysing evaluating. The content descriptions progress from an early focus on emerging text processing strategies and using contextual, semantic, grammatical and phonic knowledge; to the application of more complex text processing strategies across a wide range of texts, in the later years of schooling.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icons of book and cogs ©iStockphoto.com/dutchicon. Icons of computer © MyFonts.
Please note: this resource does not address all focus areas of these standards.
This publication is funded by the Australian Government Department of Education, Employment and Workplace Relations.