rwreport

=READING/WRITING REPORT =

The student I interviewed is what most Australian’s would perceive as the average seven-year-old boy. He has two Australian born parents, and English is the only language spoken in his household. He has a younger brother and an older sister, and both his mother, a nurse, and his father, a groundskeeper, live at home and work regular forty hour weeks. When I interviewed my student about his family, friends, and early childhood in general, it was apparent that my student was a “boy’s boy”, being heavily into Soccer and sports, very fond of his “mates”, and a big Lego Star Wars collector and Star Wars fanatic. The student showed that he has a good grasp of writing skills, and was quite good at spelling, as well as using full stops correctly. He also read with confidence once he got over the initial stumbles.

By referring to the "Phases in literacy development" chart (Hill: 6), I determined that the child I interviewed was at the early learning level for words, reading, and writing, with the student often self-correcting, and having the ability to write simple sentences with punctuation. When assessed the students reading using VELS, I graded the student at 1.75, which is where the student aims to be halfway through Year 2, for Reading in the English Continuum, which is described here:

At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
 * 1.75**
 * recognition of a wide range of letters and sounds, and [|blends] in words of more than one syllable
 * use of strategies for working out the meaning of unfamiliar words in context; for example, sounding out, rereading, using cues from illustrations
 * self-correction, and use of [|punctuation] to contribute to meaning when reading aloud; for example, recognition of quotation marks to identify a speaker’s words
 * ordered retelling of main ideas from a text they have read
 * response to ideas in short print and electronic literary texts

When i assessed the students writing using VELS, I graded the student at 2.0, which is the standard for students who have just completed Year 2, which is descibed here:

At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using [|pronouns], [|conjunctions] and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing.
 * 2.0 Standard**

A full website with the description of VELS levels can be found [|here]

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