The work samples in this section form the Level 2 part of the assessment map for the Reading dimension of the English domain. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The standard below describes what students should know and be able to do when they achieve the Level 2 standard in the Reading dimension.
At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text, and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.
The following work samples illustrate the kinds of responses that students typically produce:
Annotations identify for each sample on the assessment map attributes of the student response that relate to specific elements of the standard.
Context
Students collected and visually represented class data on the various modes of transport used by class members to travel to school. They undertook a class survey of responses to the question: How did you get to school today? and then identified and discussed different modes of transport. These were listed on a class poster and individual students then recorded their individual mode of transport on a sticky note. These were then stuck onto the relevant column on the class poster. Groups shared their interpretations of the labelled poster and, following discussion, each student collated the information into a table. They entered the data into a spreadsheet to create a simple column graph. Students then wrote individual reports explaining their interpretation of the graph.
Students worked in groups and individually, with assistance from their teacher. The activity was completed in three 60-minute sessions.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 2
(Students) … read independently and respond to … informative texts with familiar ideas and information …
They locate directly stated information … and interpret labelled diagrams.
Sample
The following sample illustrates the kinds of responses that students typically produce when they have achieved the elements of the standard addressed by this task.
Student’s draft written report
Student’s final graph and report
Annotation
Reading – Level 2
The student responds to information collected from the class survey, presented in the form of a class poster.
The student reads and interprets information recorded by groups.
Key elements of Reading Level 2
(Students) read independently and respond to … informative texts with familiar ideas and information …
They locate directly stated information … interpret labelled diagrams.
Context
Students read the story Look Out! by Jenny Giles (Thomson Learning, 2001) and then discussed the story with their teacher.
The students were not familiar with the text prior to their reading of it.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 2
(Students) read independently and respond to short imaginative and informative texts with familiar ideas and information …
(Students) locate directly stated information, retell ideas in sequence …
(Students) … infer characters’ feelings.
Sample
The following sample illustrates the kind of response that students typically produce at 1.75 as they progress towards the Level 2 standard.
Video presentation
View video presentation by nominated student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Reading – 1.75
The student reads and responds to an unfamiliar imaginative text.
Key element of Reading Level 2
(Students) read independently and respond to short imaginative and informative texts with familiar ideas and information …
Reading – 1.75
The student is able to identify some specific details from the story and retell certain ideas.
Key element of Reading Level 2
(Students) locate directly stated information, retell ideas in sequence …
Reading – 1.75
The student is able to infer how some characters in the story feel about a particular situation.
Key element of Reading Level 2
(Students) … infer characters’ feelings.
Context
Students collected and visually represented class data on the various modes of transport used by class members to travel to school. They undertook a class survey of responses to the question: How did you get to school today? Students identified and discussed specific modes of transport and created a range of travel modes on a class poster. They recorded individual responses on a sticky note for use on the class poster in the relevant column. Students then read and shared their interpretations of the data and, following discussion, each student collated the information into a table. Students entered the data into a spreadsheet to create a simple column graph. Students then wrote individual reports explaining their interpretation of the graph.
Students worked in groups and individually, with assistance from their teacher. The activity was completed in three 60-minute sessions.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 2
(Students) … respond to short … informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary.
They locate directly stated information, … and interpret labelled diagrams.
Sample
The following sample illustrates the kind of response that students typically produce at 1.5 as they progress towards the Level 2 standard.
Student’s draft written report
Student’s final graph and report
Annotation
Reading – 1.5
The student reads and responds to information collected from a class survey.
Key element of Reading Level 2
(Students) … respond to short … informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary.
Reading – 1.5
The student reads information from sticky notes and the class poster and compiles a report.
Key element of Reading Level 2
(Students) locate directly stated information, … and interpret labelled diagrams.
Context
Students read the story Ben’s Tooth by Beverley Randell (Nelson Price Milburn Ltd, 1994) and then discussed the story with their teacher.
The students were not familiar with the text prior to their reading of it.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 2
(Students) read independently and respond to short imaginative and informative texts with familiar ideas and information …
(Students) … work out the meaning of unfamiliar phrases and words in context.
(Students) locate directly stated information …
Sample
The following sample illustrates the kind of response that students typically produce at 1.25 as they progress towards the Level 2 standard.
Video presentation
View video presentation by nominated student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Reading – 1.25
The student reads and responds to an unfamiliar imaginative text.
Key element of Reading Level 2
(Students) read independently and respond to short imaginative and informative texts with familiar ideas and information …
Reading – 1.25
The student uses particular strategies to work out the meaning of unfamiliar words.
Key element of Reading Level 2
(Students) … work out the meaning of unfamiliar phrases and words in context.
Reading – 1.25
The student is able to recall and locate the name of a character from the story.
Key element of Reading Level 2
(Students) locate directly stated information …
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