Reading+Assessment+of+an+Early+Years+Student

= Reading Assessment of and Early Years Student =

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At Level 2: “Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures, uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as stories and poems, everyday texts and informative texts in print and electronic form. They develop strategies for reading texts, for example predicting meanings using semantic, syntactic and graphophonic cues. They learn to self-correct when reading aloud. They read and retell ideas in sequence using unfamiliar vocabulary and phrases from the text. They comment and act upon information.” (VELS, 2008) =====

Reading interests survey (Hill, S, 2006, p290)
**Tell me what you like to read?** // Chapter books // // My mum and my dad read longer books to me, but I read shorter books and my reader to them. // // My brother is a good reader because he can read really, really long books and sometimes reads to me. My dad is a good reader too, because he does all the voices when he reads to me. // // I like to read at bed time, because I read chapter books to myself. // // My mum reads, and she reads books for school to help reading recovery students. My dad sometimes reads long books, and my brother reads long chapter books. // // They practice reading to learn how to read, and learn other things. //
 * Who reads to you? Who do you read to? **
 * Who do you know who is a good reader? Tell me about this. **
 * When do you like to read? **
 * Who reads in your family? What do they like to read? **
 * Why to people read? **

Familiar Text
Charlotte read her reader from the night before, "All Tutus Should Be Pink" (Brownrigg, 1992). It was an appropriate level for Charlotte's reading abilities, and she enjoyed the story.

Reading fluency rubric (Hill, 2006, p170)
|| Full attention to an appropriate rate to suit the text || ||  ||   || Full attention to emphasis on all the appropriate words to reflect the meaning of the text || || Consistent expressive use of tone, pitch and volume
 * || ** Level 1 ** || ** Level 2 ** || ** Level 3 ** || ** Level 4 ** ||
 * Rate: reads smoothly at an appropriate pace || Very little variation of rate || Some variation of rate to suit the text || Attention to rate to suit the text
 * Phrasing: reads in meaningful chunks or phrases || Reads word-by-word with frequent long pauses between words || Reads mostly wordy-by-word but some 2-word phrases and perhaps 3- or 4-word phrases || Mixture of word-by-word reading and phrased reading || Reads in larger, meaningful phrases with few word-by-word slowdowns for problem solving
 * Pausing: reflects punctuation || Very little awareness of punctuation || Some awareness of emphasis on appropriate words to reflect the meaning of the text || Attention to punctuation and layout of print on the page || Full attention to punctuation and layout of print on the page
 * Stress: places emphasis on appropriate words || Very little emphasis on appropriate words || Some awareness of emphasis on appropriate words to reflect the meaning of the text || Attention to emphasis on appropriate words to reflect the meaning of the text
 * Intonation or expression: varies in tone, pitch and volume || Little expressive interpretation || Some expressive interpretation

|| Varied use of tone, pitch, and volume interpretation evident throughout ||

Charlotte then chose to read, "Ten Little Fingers and Ten Little Toes", (Fox, 2008) as she had never read it before, and enjoyed the pictures. This book was far too easy for Charlotte, and she read it almost as well as she read her familiar text. Throughout the story, the author repeats the same line, "and both of these babies as everyone knows, had ten little fingers, and ten little toes", and Charlotte was quite disappointed when she realised it was quite likely to keep coming up throughout the book.

Reading fluency rubric (Hill, 2006, p170)

 * || **Level 1** || **Level 2** || **Level 3** || **Level 4** ||
 * Rate: reads smoothly at an appropriate pace || Very little variation of rate || Some variation of rate to suit the text || Attention to rate to suit the text

|| Full attention to an appropriate rate to suit the text ||
 * Phrasing: reads in meaningful chunks or phrases || Reads word-by-word with frequent long pauses between words || Reads mostly wordy-by-word but some 2-word phrases and perhaps 3- or 4-word phrases || Mixture of word-by-word reading and phrased reading || Reads in larger, meaningful phrases with few word-by-word slowdowns for problem solving

||
 * Pausing: reflects punctuation || Very little awareness of punctuation || Some awareness of emphasis on appropriate words to reflect the meaning of the text || Attention to punctuation and layout of print on the page || Full attention to punctuation and layout of print on the page

||
 * Stress: places emphasis on appropriate words || Very little emphasis on appropriate words || Some awareness of emphasis on appropriate words to reflect the meaning of the text

|| Attention to emphasis on appropriate words to reflect the meaning of the text || Full attention to emphasis on all the appropriate words to reflect the meaning of the text ||
 * Intonation or expression: varies in tone, pitch and volume || Little expressive interpretation || Some expressive interpretation

|| Consistent expressive use of tone, pitch and volume || Varied use of tone, pitch, and volume interpretation evident throughout ||

Reading Comprehension Questions
After Charlotte had finished reading the unfamiliar text, I asked her a series of literal, “on the line” (Hill, 2006), interpretive, “reading between the lines” (Hill, 2006) and inferential, “beyond the lines” questions about the story. // Babies // // Ten little fingers and ten little toes // // All babies having ten little fingers and ten little toes // // Yes, that when you have to read the same thing over and over and over again, it’s really annoying. // // That all the babies in the book were born the same everywhere in the world. //
 * Who is this story about? **
 * What does each baby have? **
 * What is the story about? **
 * Did you learn anything from this story? **
 * Did you learn anything else? **