Year 1 Assessment
Literacy Checkpoints ─ June
The diverse family
Viewing and Reading
Writing and Creating
Contents
Purpose .......................................................................................... 3
June assessment focus ...................................................................................... 3
Before implementing ..................................................................... 4
Suggested times................................................................................................. 4
Suggested teaching and learning ....................................................................... 4
Catering for diversity .......................................................................................... 7
Teacher preparation ........................................................................................... 8
Resources .......................................................................................................... 8
Implementing ................................................................................. 9
Making judgments ....................................................................... 15
Using data to inform future directions ....................................... 15
Appendix A: Book talk ................................................................ 16
Appendix B: Reading analysis ................................................... 17
Appendix C: Comprehension questions .................................... 19
Appendix D: Making judgments ................................................. 21
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)
The diverse family —
Viewing and Reading (VR)
Writing and Creating (WC)
WC 1 xiii
WC 1 xiv
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
Queensland Studies Authority
February 2012 | 3
Before implementing
Suggested times
Section
1
2
3
4
5
6
Suggested times
5 minutes per child
3 minutes per child
10 minutes per child
5 minutes per child
Allow as much time as needed to complete the writing task — whole group
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.
4
|
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
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
Queensland Studies Authority
February 2012 | 5
6
|
Target literacy indicator
Suggested teaching and learning
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
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Target literacy indicator
Suggested teaching and learning
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 longvowel 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.
Queensland Studies Authority
February 2012 | 7
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:
8
|
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
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
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
Queensland Studies Authority February 2012 | 9
Section 2. Book talk — comprehension
VR 1 iii
Use text-processing strategies
before, during and after reading,
including:
 predicting and confirming the
text type, topic, visual
features and structure
Suggested implementation
Source of evidence
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
 using knowledge of word
order in simple sentences
 reading on and re-reading to
make meaning
Resources
 the selected text
 Appendix A: Book talk
Suggested time
3 minutes per child
10 |
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Section 3. Reading analysis
VR 1 iii
VR 1 vii
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 rereading to make
meaning
Independently read and
understand, to develop
fluency:
 supportive texts with
increasing
demonstrations of
phrasing
 a range of highfrequency sight words
with automaticity
 words of personal
significance in school
and other contexts
Inform the child that they have found
out a lot about this book and now you
would like to see how they read it.
During reading:
Mark the errors, omissions and selfcorrections made by the child during
reading. Record these on
Appendix B.
About 4–5 pages into the book,
ask:
1. “Were you right when you
predicted the book would be
about [child’s answer to
Appendix A Q4]?”
2. “What do you think is going to
happen in the rest of the book?”
After reading, ask:
3. “Were you right when you said
this book would be about [child’s
answer to Appendix A Q4]?”
During reading, children:
 make and confirm predictions
 demonstrate knowledge of word order in
simple sentences when they read correctly and
self-correct any errors
 demonstrate strategies such as reading on and
re-reading when encountering words and
groups of unfamiliar words and self-correct any
errors
 demonstrate their use of phonic, semantic and
grammatical cues if they make errors,
omissions and self-correct when reading
unfamiliar words or groups of words
 demonstrate phrasing when they read groups
of words correctly and attend to punctuation
 read identified high-frequency sight words
correctly (underlined)
 read words of personal significance, e.g. play,
dance, swim, sleep
After reading, children:
 answer questions to confirm their initial
predictions (Appendix A,
Qs 4–Q7 and Appendix B Qs 8–11)
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
4.
“Who would like to read this
book?”
Resources
 the selected text
 Appendix A: Book talk
 Appendix B: Reading analysis
Suggested time
10 minutes per child
Queensland Studies Authority February 2012 | 11
Section 4. Comprehension questions
12 |
VR 1 iv
Suggested implementation
Source of evidence
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
1. Tell children that they will be answering comprehension questions
about the text that they have just read.
2. Ask the comprehension questions from Appendix C.
While children will generally be able to answer these questions from
memory, they may refer to the text if necessary.
3. Complete the analysis table and comments in Appendix C for each
child.
4. Complete Appendix D for each child.
Children:
 recall and locate literal information
directly stated in the text
 retell to summarise the text
 make inferences from visual and print
information and justifying answers
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Resources
 the selected text
 Appendix C: Comprehension
questions
 Appendix D: Making judgments
Suggested time
5 minutes per child
Section 5. Writing a factual description
WC 1 ii
WC 1 xiii
Suggested implementation
Source of evidence
Write and create
modelled text types to:
 describe, recount,
instruct and respond to
topic information
 express feelings and
ideas
Spell:
 high-frequency sight words
and familiar words correctly
 consonant–vowel–consonant
words
words containing known base
words and word endings
WC 1 v
WC 1 xiv
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
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
1. Teachers allocate as much time as
required to complete the writing task (with
the whole class)
Say:
 “All families are different and there are
many ways to be and work as a family.”
 “You are going to write a factual description
about your family and your family members’
jobs, roles and hobbies. “
 “Remember that we talked about how
everybody’s role in a family is important —
even the jobs you do at home. I’d like to
know about the things people do in your
family”
Draw attention to the word wall created
together.
Say:
“The title is going to be My Family.”
2. Write My Family where all the children can
see it. Do not provide sentence starters.
Prompt:
“You might start with who is in your family.”
Say:
 “Remember we are writing about the jobs,
roles and hobbies of the people in your
family.”
 “You are going to do this writing on your
own so that I can see how your writing is
going.
I will not be helping you this time.”
Children:
 write a description
 demonstrate their knowledge of
the familiar structures of a
description, e.g. My family has ...
My brother is/does ... I love my
family. It is ... The people in my
family do lots of different things …
 write sentences and statements
accurately using correct structures
 spell high-frequency sight words
and familiar words correctly and
spell consonant–vowel–consonant
words
Note: Teachers look for evidence of
high frequency sight words taught by
them in Semester 1 that may be spelt
correctly in a child’s writing.
 use a variety of spelling strategies
to attempt unfamiliar words within
their writing
WC 1 vi
Write sentences,
including statements,
questions and
commands, using correct
structure
Resources
 word walls
 personal dictionaries
Suggested time
As much time as needed —
whole group
Queensland Studies Authority February 2012 | 13
Section 6. Editing
WC 1 v
Suggested implementation
Source of evidence
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
1. Prompt each child to read their work and provide feedback to the child
summarising what they have learnt about families.
2. Highlight and discuss the child’s editing for spelling, sentence
boundaries and capital letters, including for proper nouns.
Note: Gather children’s writing and make jedgments about the achievement
of the indicators.
Children:
 demonstrate editing for spelling,
sentence boundaries and capital
letters, including for proper nouns
Resources
 word walls
 personal dictionaries
Suggested time
3 minutes per child
14 |
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Making judgments
Teachers make judgments by matching evidence in each child’s response to the indicators
being assessed. The indicator is either demonstrated or not demonstrated.
Teachers record judgments using Appendix A: Book talk, Appendix B: Reading analysis
and Appendix C: Comprehension questions.
An annotated work sample of a child’s achievement of the targeted indicators is available
on the QSA website <www.qsa.qld.edu.au/11740.html>.
Teachers tick the indicator on the Data analysis assessment record (DAAR) only when the
targeted indicator has been achieved.
Using data to inform future directions
Teachers use the class data recorded on the DAAR and individual children’s profiles to
inform future directions for teaching and learning.
When using the DAAR, teachers identify indicators that need further teaching for:
 the whole class
 small groups of children
 individual children.
The Future Directions resource (available on the QSA website at
<www.qsa.qld.edu.au/11740.html>) provides suggested additional teaching and learning to
develop children’s understanding of the targeted indicators.
Children who have not achieved the highlighted aspects of the targeted indicators in the
June assessments should be given opportunities to be explicitly taught the indicators not
yet achieved. Children who have achieved the expectations of the targeted indicators in the
June assessments should be given opportunities to extend and strengthen their learning by
engaging with the indicators at the next level.
Queensland Studies Authority February 2012 | 15
Appendix A: Book talk
Before reading
The purpose of the book talk is to provide an opportunity for children to demonstrate what
they know about the purposes and audiences of texts that they select, read and view.
During a book talk children activate prior knowledge about the text type and topic of
the book.
Teachers can restate, reform and create new questions during a book talk to suit individual
children and classroom contexts.
Name: ............................................................................. Date: .................... Age: ...................
Section 1. Text knowledge
1. Which books would you choose to read? Why? (Personal purposes)
..............................................................................................................................................
2. Which book would you select if you wanted to find out about …? (Learning purposes)
Why do you think this book would be good for that?
..............................................................................................................................................
3. Could you show me a book you might read if you wanted to …? (Social purposes)
Why do you think this book would be good for that?
..............................................................................................................................................
Section 2. Comprehension — Text: The Mummy Book by Todd Parr (2002, ABC Books)
4. What do you think this book will be about? (Predicting topic)
..............................................................................................................................................
..............................................................................................................................................
5. How do you know that? Why do you say that? (Justifying and explaining their use of images
and structure to predict the topic and activating prior knowledge about the subject matter)
..............................................................................................................................................
..............................................................................................................................................
6. What type of book do you think this is? (Text type)
..............................................................................................................................................
7. (After reading the title) Were you right about what you thought the book might be about?
(Confirming predictions)
..............................................................................................................................................
..............................................................................................................................................
16 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Appendix B: Reading analysis
During reading
 If a child is having obvious difficulty with the text, read along with the child supporting
where necessary and fading out when the child takes over. This allows the child to read
when they feel confident. This approach will give teachers some information about the
child’s viewing and reading with this text.
Note: When making judgments about this child’s level of comprehension, record them on
Appendix D. Make notes about the level of assistance the child required during the reading.
 While the child reads, attend by only marking the errors, omissions and self-corrections.
It is not necessary to tick each word as the child reads.
After reading
 Analyse the child’s reading, focusing on the reasons for the errors, omissions and selfcorrections and note these in the comments sections to plan for future directions.
 Semantic cues: Did the error make sense in this context? Did the omission change
the meaning of the text? Did the child self-correct when they realised the error did not
make sense?
 Grammatical cues: Did the error or omission sound right in this context? Did they
read on and realise a word/s made no sense in that context and then self correct? Is
the child using knowledge of language patterns, word order and punctuation to self
correct?
 Phonic cues: Does the word that was read in the error or omission look similar to the
actual word? Did the child attempt to assign a sound to each letter or group of letters
to read the word? Is the child using knowledge of letter–sound relationships to selfcorrect?
 Complete the analysis table and add related comments (Appendix C).
 Make judgments about how children use the cueing systems and reading strategies to
make meaning and decode the text (Appendix B, next page).
 Determine future directions for this child for each of the targeted indicators (Appendix D:
Making judgments) and place this information in their learning (folio) profile.
Queensland Studies Authority February 2012 | 17
Suggested key
SC
O
^
...
Self-correct
Omission
Insertion
High frequency/familiar words
Page
Number
The Mummy Book (by Todd Parr)
Title/ Title
page
The Mummy Book
1–2
Some mummies drive cars.
Some mummies drive motorcycles.
3–4
Some mummies wear jeans.
Some mummies dress up.
←
//
Re-read
Pause
Words of personal significance
Why was there an error,
omission or self-correction?
Semantic/Grammatical/Phonic
Q. 8 Ask: Were you right when you predicted the book would
be about [child’s answer to Appendix A Q4]?
Q. 9 Ask: What do you think is going to happen in the rest of
the book?
5–6
Some mummies make snow angels with you.
Some mummies play in the rain with you.
7–8
All mummies like to hang out with you!
9–10
Some mummies like to dance.
Some mummies like to swim.
11–12
Some mummies work at home.
Some mummies work in big buildings.
13–14
Some mummies teach you how to paint.
Some mummies teach you how to play sports.
15–16
All mummies like to watch you sleep!
17–18
Some mummies have short hair.
Some mummies have big hair.
19–20
Some mummies like to cook.
Some mummies like to order pizza.
21–22
Some mummies go fishing.
Some mummies go shopping.
23–24
All mummies love to kiss and hug you!
25–26
Some mummies fly kites.
Some mummies fly planes.
27–28
Some mummies sing you songs.
Some mummies read you stories.
29–30
All mummies want you to be who you are.
Q. 10 Ask: Were you right when you said this book would be
about [child’s answer to Appendix A Q4]?
Q. 11 Ask: Who would like to read this book?
18 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Appendix C: Comprehension questions
Record the children’s responses.
Section 4. Comprehension
1. Tell me what you can remember about mummies in the book. Start from the beginning.
(Recall and summarise. Teachers prompt as needed.)
..............................................................................................................................................
Summarise prompt: So what do you think about mummies now? .......................................
2. What do you think the author wanted us to think about when we read this book?
(Inference)
..............................................................................................................................................
..............................................................................................................................................
3. What do some mummies drive? Can you show me where it says that? (Identifying and
locating information directly stated in the text)
..............................................................................................................................................
4. Where do some mummies work? Can you show me where it says that? (Identifying and
locating information directly stated in the text)
..............................................................................................................................................
..............................................................................................................................................
5. (Turn to pp. 23–24). Why don’t these pages have pictures like the other ones? (Inferring
from visuals)
..............................................................................................................................................
..............................................................................................................................................
6. Could the author write a similar book about other members of a family (Prompt: Like Dads
or Grandmas?) Why? (Inference with justification)
..............................................................................................................................................
..............................................................................................................................................
Queensland Studies Authority February 2012 | 19
Analysis table
Majority of the time
Sometimes
Seldom
Within reading — The child uses
S Semantic cues, including
morphemes, familiar words and
phrases, sentences and visual
features, drawing on prior
knowledge of oral and written
language
G Grammatical cues, including
word order, language patterns
and punctuation
P Phonic cues, including blended
and segmented individual sounds
in words, sound–letter
relationships for initial, final and
middle (medial) sounds, onset
and rime, and words within words
Comment on observable reading behaviours:
 seeks assistance
 finger points
 reads word for word
 self-monitors
 reads for meaning
 self-corrects
 re-reads
 reads on
 attends to punctuation
 uses picture cues.
High-frequency words (underlined in the text) — automatic recognition: ________ / 22
(Expectation by the end of Semester 1 is 16/22 to achieve VR 1 vii)
20 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: The diverse family
Appendix D: Making judgments
Teachers use the following table to analyse demonstrations of the targeted indicators. Teachers
record their judgments in the comments column and plan for future directions.
VR1 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
VR1 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
What is being
demonstrated?
What is the focus for
explicit teaching?
Analysis table (S/G/P)
VR1 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
Comprehension questions
VR1 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
Highlighted within text
VR1 i
Identify personal, social or learning purposes
for viewing and reading literary, non-fiction and
multimodal texts
Book
talk
Qs 1–3
Source of
evidence
Book talk Q’s 4-7
During reading
Targeted literacy indicator
Queensland Studies Authority February 2012 | 21
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au