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Reading standards file - Chas - low level 5

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Independent reading - non-chronological report

While reading and responding to a text type during the early stages of a non-fiction unit, children were shown how to annotate a report text highlighting main features and content. This task was completed during independent work without support.

Chas's reading sample: Independent reading – non-chronological report

Assessment summary

During discussion Chas could clearly identify the purpose of the writing: 'The writer wants to tell us about the owl being in danger, he wants to protect the owl and he wants us to feel the same' (AF6 L5 b1).

The writer's viewpoint was also noted: 'The writer likes the owl and thinks we should like it too. He tells us that he thinks the owl is, "a beautiful, golden buff colour", and is "one of nature's most graceful hunters"' (AF6 L5 b2).

Chas also showed an awareness of the effect of the whole piece on the reader including some explanation: 'I think I would like to help protect the owls because the writer has explained what they are like and where they live and we should protect them as they are an endangered species' (AF6 L5 b3).

In his annotations of this text, Chas shows an ability to identify relevant points (AF2) and, in his use of precisely chosen words to sum up the content of paragraphs, for example 'life cycle' and 'appearance', demonstrates an inferential grasp of the content of each section (AF3). There is some attempt to identify structural and organisational features (e.g. 'Intro', 'After') but comment is not developed (AF4). Similarly, there is recognition of technical vocabulary ('carnivore') and some grammatical features (e.g. present tense) without explanation of their purpose or effect in the text.

This piece of evidence shows that Chas is working at level 5 in AF2 and AF6, with some indications of level 5 in AF3. Opportunities to develop his implicit understanding of AF4 and AF5 could be explored further in both non-narrative and narrative texts.