The Diverse Family Viewing and Reading Writing and Creating

Year 1 Assessment
Literacy Checkpoints ─ June
The diverse family
Viewing and Reading
Writing and Creating
3|Main headingSubheading (if necessary)

Contents

Purpose 3

June assessment focus 3

Before implementing 3

Suggested times 3

Suggested teaching and learning 3

Catering for diversity 3

Teacher preparation 3

Resources 3

Implementing 3

Making judgments 3

Using data to inform future directions 3

Appendix A: Book talk 3

Appendix B: Reading analysis 3

Appendix C: Comprehension questions 3

Appendix D: Making judgments 3

Purpose

The assessments within the checkpoints have been designed to be implemented within everyday classroom practice. They provide opportunities for children to demonstrate the indicators within learning areas.

Assessment of young children is an integral part of the learning–teaching process and is not a separate activity.

Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning. The information gathered is used for future planning and to make judgments about a child’s learning.

June assessment focus

June is the second monitoring point in the Year 1 Assessment: Literacy and Numeracy Checkpoints.

In this assessment, children view and read a text about the diversity of families and write and create a text to describe their family.

Teachers use The Mummy Book by Todd Parr to gather evidence about viewing and reading and provide the stimulus for children to write about their own families. If this text is not appropriate for your class context, you could select another text by Todd Parr: The Family Book, The Daddy Book, The Grandma Book or The Grandpa Book.

There are two literacy assessments for June. This assessment and the indicators it targets are indicated in bold text in the table below.

June assessments / Targeted numeracy indicators
Spelling search —
Writing and Creating (WC) / WC 1 xiii
WC 1 xiv
The diverse family —
Viewing and Reading (VR)
Writing and Creating (WC) / VR 1 i
VR 1 iii
VR 1 iv
VR 1 vii
VR 1 viii / WC 1 ii
WC 1 v
WC 1 vi
WC 1 xiii
WC 1 xiv

Before implementing

Suggested times

Section / Suggested times
1 / 5 minutes per child
2 / 3 minutes per child
3 / 10 minutes per child
4 / 5 minutes per child
5 / Allow as much time as needed to complete the writing task — whole group
6 / 3 minutes per child

Suggested teaching and learning

Children need multiple opportunities to engage with all aspects of the targeted indicators before this assessment.

In this assessment children explore families and family life, as described in historical knowledge and understanding within the Australian Curriculum – History.

Note: The diverse family is a literacy assessment; it is not intended to gather evidence about children’s knowledge and understanding of History.

Teachers may encourage children to connect to personal experiences and subject matter when they:

·  read literary, non-fiction and multimodal texts that highlight the diversity of families around the world to encourage discussion and comparison

·  provide opportunities for children to read books by Todd Parr about family (but not the chosen text for the assessment); visit <www.toddparr.com/books

·  read Piggybook by Anthony Browne and discuss and explore the concepts, jobs, roles and responsibilities within families

·  plan opportunities for children to orally describe and discuss their families, jobs, roles and responsibilities

·  support children to link family roles and the contributions families make to the community during show-and-tell about family members’ jobs, responsibilities or voluntary work that assists the community

·  provide prompts and questions to encourage children when collaborating in pairs to discuss their families’ similarities and differences.

Target literacy indicator / Suggested teaching and learning /
VR 1 i
Identify personal, social or learning purposes for viewing and reading literary, non-fiction and multimodal texts / Teachers:
·  the purposes for selecting, viewing and reading texts at every opportunity and make thinking apparent by voicing thoughts (think aloud)
·  provide a range of literary non-fiction and multimodal texts for children to select, view and read
·  use the terms literary, non-fiction and multimodal texts during shared and guided reading
VR 1 iii
Use text-processing strategies before, during and after reading, including:
·  predicting and confirming the text type, topic, visual features and structure
·  using knowledge of word order in simple sentences
·  reading on and re-reading to make meaning / Teachers:
·  lead and model responses to book talks after viewing texts and before shared reading to predict and confirm:
-  the text type
-  the purpose for reading the text
-  predictions about the text using the images and title
·  provide opportunities for children to predict and confirm ideas before, during and after shared and individual reading
·  develop knowledge of word order through activities related to familiar texts, e.g. cloze, deconstructing sentences and innovations on text
·  prompt children to practise “reading on” and
“re-reading” strategies during shared and guided reading
VR 1 iv
Show understanding of independently read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by:
·  using page numbering, tables of contents, headings and titles, navigation buttons, bars and links
·  recalling and locating literal information and key ideas
·  retelling events in appropriate sequence to summarise
·  making inferences from visual, print and audio features / After reading shared texts, teachers:
·  model the use of page numbering, tables of contents, headings and titles, navigation buttons, bars and links when talking about the text and retrieving literal and inferred information and key ideas
·  pose and answer questions about the literal information directly stated in the text, ask inferential questions and share justification of answers by making explicit connections to personal experiences
·  invite children to retell texts orally, outlining the sequence of events in order and summarising the key ideas
·  explore and discuss how visual features support the text and create meaning when connected to prior knowledge
·  model the retelling and summarising of key ideas in a variety of ways, e.g. role playing, drawing
VR 1 vii
Independently read and understand, to develop fluency:
·  supportive texts with increasing demonstrations of phrasing
·  a range of high-frequency sight words with automaticity
·  words of personal significance in school and other contexts / Teachers:
·  support reading of texts and developing phrasing by:
-  collaboratively creating class and individual texts
-  rereading aloud to demonstrate phrasing within texts
-  chanting and singing familiar texts
·  explore how punctuation defines phrasing and adds meaning to a text
·  highlight high-frequency sight words in texts, cloze activities, Bingo games, etc.
·  collaborate with children to create word walls, picture walls and personal dictionaries that include words of personal significance in school and other contexts
VR 1 viii
Decode words using:
·  semantic cues, including sentences and visual features, drawing on prior knowledge of oral and written language
·  grammatical cues, including word order, language patterns and punctuation
·  phonic cues, including blended and segmented individual sounds in words, sound–letter relationships for initial, medial (middle) and final sounds and words within words / Teachers:
·  make explicit links between visual features and text, including connections to prior knowledge
·  model how simple word changes in text can alter meaning
·  make explicit grammatical structures through the use of cloze activities, proofreading, text analysis
·  construct and deconstruct sentences, adding and deleting words to explore meaning
·  listen to and create silly sentences to explore grammatical cues
·  think aloud as they decode shared and guided reading words, using explicit language to talk about making meaning and decoding texts when reading, e.g. What reading strategy can we use here?
·  plan a variety of learning experiences that build phonetic knowledge, e.g. games, cloze activities and spelling activities within the everyday context
WC 1 ii
Write and create modelled text types to:
·  describe, recount, instruct and respond to topic information
·  express feelings and ideas / Teachers:
·  collaboratively write shared texts for the reading corner, focusing on text structure, purpose and audience,
e.g. instructions about how to do particular jobs, recounts about guest speakers, responses to open questions
WC 1 v
Compose modelled text types demonstrating:
·  knowledge of familiar structures and features of texts, using mostly spoken language
·  editing for spelling, sentence boundaries and capital letters, including for proper nouns / Teachers:
·  model the stages of text types
·  highlight the differences between literary language and spoken language as they read aloud
·  model and create a class editing poster using visual cues
·  collaboratively edit writing
WC 1 vi
Write sentences, including statements, questions and commands, using correct structure / Teachers:
·  model and collaboratively create class posters of correctly structured sentences
·  construct and deconstruct sentences in a variety of familiar contexts
·  plan activities where children write:
-  statements to describe drawings and diagrams
-  questions for investigations or when planning to write
-  commands for giving instructions
WC 1 xiii
Spell:
·  high-frequency sight words and familiar words correctly
·  consonant–vowel–consonant words
·  words containing known base words and word endings / Teachers:
·  support children to develop a bank of high frequency sight words and consonant-vowel-consonant words in a variety of ways, e.g. relevant contexts, cloze activities, Bingo games
·  create class lists of familiar words, display them prominently and review them regularly
·  explore words containing known base words and word endings during writing activities, oral games and editing feedback
WC 1 xiv
Spell unfamiliar words using:
·  phonological knowledge and sound–symbol relationships
·  short vowels and simple long-vowel patterns by listening for rhyming patterns
·  regular spelling patterns, including common vowel and consonant digraphs and consonant blends
·  common letter clusters and morphemes in word families
·  analogies and connections with known words / Teachers:
·  model spelling strategies when developing collaborative texts on a daily basis
·  use specific, related language to talk about spelling patterns, e.g. short–vowel patterns, long-vowel patterns
·  use letters on cards that can be manipulated to play games and solve spelling problems
·  play games and develop word-building activities to explore rhyming patterns
·  think aloud and draw analogies when spelling words

Catering for diversity

Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked.

A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth).

Specific adjustments in The diverse family may include:

·  reading the book with/to child

·  allowing more time

·  before reading the book, asking the child to identify some reading strategies to use for words they don’t know and after reading asking the child how they worked out the word

·  rephrasing or restating questions

·  inviting pictorial response

·  prior reading of texts for children who require more time to process information.

·  using class-specific visual cueing systems.

Teacher preparation

This assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June.

Familiarise yourself with the assessment by:

·  reading the entire document

·  noting the highlighted aspect of each indicator that is the focus of the assessment

·  noting the specific evidence that you will be looking for within each section.

Plan for implementation by preparing the necessary resources and considering the following questions:

·  How will I implement this assessment within my regular teaching program?

·  What additional support will I require?

Resources

Teachers will need the following resources when implementing this assessment:

Section / Resources
1–4 / ·  four to five familiar literary and non-fiction texts
·  the selected text — T Parr 2002, The Mummy Book, ABC Books, Sydney
·  enough copies of the resources to record each child’s responses:
-  Appendix A: Book talk
-  Appendix B: Reading analysis
-  Appendix C: Comprehension questions
-  Appendix D: Making judgments
Note: If you have selected another text, you will need to create resources similar to Appendixes A–C, tailored to your text.
5–6 / ·  word walls
·  personal dictionaries

Queensland Studies Authority February 2012 | 7

Implementing

Note: The highlighted text shows the part of the indicator being assessed. Learning experiences should be developed for the entire indicator.

Section 1. Book talk — text knowledge

VR 1 i / Suggested implementation / Source of evidence
Identify personal, social or learning purposes for viewing and reading literary, non-fiction and multimodal texts / 1.  Provide four to five familiar books (literary and non-fiction) for children to identify personal, social and learning purposes.
2.  Include The Mummy Book or other selected text in the selection.
3.  Invite the child to look at the books.
Optional:
Suggest a purpose for the activity of selecting books, e.g. We are going to make a display of books for …. We need to organise our books like they might do in a library …. / Children:
·  select and discuss their book selection in response to the questions. They identify personal, social and learning purposes for viewing and reading
Resources
·  four to five familiar literary and
non-fiction texts, including the selected text
·  Appendix A: Book talk
Suggested time
5 minutes per child

Section 2. Book talk — comprehension

VR 1 iii / Suggested implementation / Source of evidence
Use text-processing strategies before, during and after reading, including:
·  predicting and confirming the text type, topic, visual features and structure
·  using knowledge of word order in simple sentences
·  reading on and re-reading to make meaning / 1.  Introduce The Mummy Book or other selected text.
2.  Inform the child that you are going to ask them to read this book. Mention that the class has been talking about families and the different kinds of families, so this book may be of interest to them.
3.  Invite the child to have a quick look through the book.
4.  Ask the questions from Appendix A and record the child’s answers on the sheet. / Children:
·  use prior knowledge about the subject matter and text type to answer questions about the text type, topic, purpose and audience of the book
·  answer questions to make predictions about the text type, topic, purpose and audience of the book by looking at title, images and structure
Resources
·  the selected text
·  Appendix A: Book talk
Suggested time
3 minutes per child

Section 3. Reading analysis