Learning Area

Learning Area: English – 1:1 Reading Conference

Year Level: Prep Term: 3 Weeks: 4-8 Teachers: Jemima Dunham

Weekly Planner
Student A

Assessment &
Date Text CAFÉ Strategy Observation
Reflection

Level 3 Fluency – Practice A read the text very confidently. A did not hesitate on Pre-reading Skill
In the sea high frequency words high frequency words, including: it, is, little, big, can and Checklist
Tuesday 11th Non-fiction the. A effectively used the pictures to cross check.
August Information Text More challenging
A offered commentary throughout the text about the topic text required.
and gave a great retell of the text.
NA
Tuesday 18th Student Absent
August

Level 4 NA Student achieved 95% accuracy or ‘Independent’ on Running Record

Sharks level 4 text. Student errors involved substituting words Assessment
Tuesday 25th
Non-fiction that appear visually similar. For example, ‘has’ instead of
August
Information ‘here’. Move to level 5
text
Level 5 Fluency – Cross A was slower to progress through this text, particularly Reread for
Chicken Licken check word (initial when approaching unfamiliar words. Student struggled to meaning. Check
Tuesday 1st
Fiction sound) and picture. find strategies independently. With assistance student the sentence
September
Narrative worked through the text. Student occasionally substituted makes sense.
words that are visually similar, but did not self-correct.
 Switch It Accuracy – Identify Student demonstrated confidence when identifying Switch It
Assessment: and blend sounds sounds in CVC words. Student struggled to identify one Assessment
sat, peg, bin, pond, of the sounds in a pair of adjacent consonants in CVCC
Tuesday 8th jump, flap and or CCVC words. Student letter-sound knowledge was
September crab. strong.

Phoneme Segmentation: 22/25

Letter-sound Knowledge: 18/18

Weekly Planner
Student B

Assessment &
Date Text CAFÉ Strategy Observation
Reflection

Level 1 Accuracy – Use the B identified sounds /i/ and /s/ in the word ‘is’ to decode Pre-reading Skill
Flying Bugs pictures and used this word correctly throughout reading text. Checklist
Fiction
Narrative B used pictures to accurately read text. She offered Move to text with
commentary on the feelings of the characters without decodable words.
Tuesday 11th
prompting and gave a fantastic retell.
August
B had difficulty with the word ‘beetle’, but with prompting
was able to identify the beginning, middle and ending
sound of the word. Required assistance to blend sounds
together.
High Frequency Accuracy – Identifying B was capable of accurately identifying sounds in words. Continue with high
Tuesday 18th and CVC and blending sounds B was slower and struggled with blending those sounds frequency and
August Sentences together, but grew in confidence as we progressed. CVC words to
develop blending.
 B was able to reread sentences for meaning and fluency
after a first run through.

High Frequency Accuracy – Blending B demonstrated improved confidence and accuracy Move to level 1
and CVC sounds when identifying and blending sounds in words. text.
Tuesday 25th Sentences
August B recognized some high frequency words including ‘is’,
‘and’ and ‘the’. However, needed assistance with words
including ‘like’ and ‘here’.
Level 1 Formal Running Student achieved 96% accuracy or ‘independent’ on level Move to level 2
Tuesday 1 st The Frog Record Assessment 1 text. Student’s only error included substituting ‘licking’ text.
September Fiction for ‘looking’.
Narrative
Switch It Accuracy – Blending Student demonstrated great confidence in identifying Switch It
Assessment: sounds and sounds. Only student error involved missing one sound in Assessment
Tuesday 8th sat, peg, bin, pond, recognising high a pair of adjacent consonants in the word ‘flap’.
September jump, flap and frequency words.
crab. Phoneme Segmentation: 24/25
Letter-sound Knowledge: 18/18

Weekly Planner
Student C

Assessment &
Date Text CAFÉ Strategy Observation
Reflection
 Level 1 Accuracy – Identify C confidently repeated the pattern of the text each time. Pre-reading Skill
I eat noodles beginning sounds of However, when confronted with an unfamiliar word use Checklist
Non-fiction words the pictures to guess without checking the word. This
Tuesday 11th would occasionally result in student making an error with Difficulty with
August one-to-one word matching. letter-sounds.

C had difficulty identifying beginning sounds of words,

including the /y/ sound at beginning of ‘yellow’.
High Frequency Accuracy – Identifying C was not capable of recognising all letter-sounds. From Introduce Switch it
and CVC and blending sounds observations C recognized sounds of A, T, S, O, M, but in 1:1 format to
Sentences did not know sounds of D, H, U, N and G. assist student with
Tuesday 18th identifying sounds.
August C struggled with blending sounds together. C often could
not reread the sentence. Struggled with stamina to stay
focused and keep reading.

Switch it Accuracy – Identifying Student correctly identified all letter sounds, except for Continue 1:1
‘SATPI’ letter group and blending sounds the /i/ sound. Student needed some reminding Switch it with
Tuesday 25th throughout the session of the sound. more challenging
August word list.
C very accurately identified other letter sounds and
words.
Switch it Accuracy – Identifying Student demonstrated some behavioural issues in this Appropriate level
‘IPANBFEDRZ’ and blending sounds session, which may have been because the task was of challenge for
letter group more challenging. The student had difficulty recalling the this student is
Tuesday 1st /e/ sound, but with support grew in confidence using this CVC words and
September sound. gradual
introduction of
Student had difficulty pronouncing the /r/ sound. new letter-sounds.
However, used the correct action for the /r/ sound.
Level 1 Formal Running Student achieved 86% accuracy or ‘difficult’ on level 1 Continue to focus
The Frog Record Assessment text. Student struggled to recognize high frequency on developing
Tuesday 8 th
Fiction words, for example ‘was’ and even after being told by the student
September
Narrative teacher could not remember this new word. Student used knowledge of
the pictures and often “guessed” words rather than letter-sounds and
 sounded them out. When asked to identify initial sound high frequency
student struggled to do this independently. words.

Switch It Accuracy – Identifying Student confidently identified the ‘SATPIN’ letter-sounds Switch It
Assessment: and blending sounds in CVC words, however could not identify more than one Assessment
sat, peg, bin, pond, sound in a CVCC or CCVC word. Even with support the
jump, flap and student struggled to complete the task.
crab.
Phoneme Segmentation: 10/25
Letter-sound Knowledge: 9/18

Weekly Planner
Student D

Assessment &
Date Text CAFÉ Strategy Observation
Reflection

Level 1 Accuracy – Use the D identified sounds /i/ and /s/ in the word ‘is’ to decode Pre-reading Skill
Flying Bugs pictures and used this word correctly throughout reading text. Checklist
Fiction
Narrative D required prompting on first few pages to use the Move to text with
pictures and recognize pattern of text. Read text very decodable words.
Tuesday 11th
slowly and pausing often.
August
D had difficulty with the word ‘beetle’, but with prompting
was able to identify the beginning, middle and ending
sound of the word. Required assistance to blend sounds
together.
 High Frequency Accuracy – Identifying D recognized all letter-sounds. Needing assistance and Continue reading
and CVC and blending sounds encouragement to blend the sounds together. D HF and CVC
Tuesday 18th Sentences recognized some high frequency words. sentences.
August
D often could not reread the sentence and needed
reminding.
NA
Tuesday 25th Student Absent
August

Level 1 Formal Running Student achieved 89% accuracy or ‘difficult’ on level 1 Continue to focus
The Frog Record Assessment text. Student struggled to try to sound out unfamiliar on developing
Fiction words on her own. Appeared she was too nervous and knowledge of
Tuesday 1st Narrative therefore made errors. Student errors included being high-frequency
September unable to read ‘looking’ and ‘sleeping’, which were words and
evident in the pictures. strategies for
sound out larger
unfamiliar words.
Switch It Accuracy – Identifying Student demonstrated confidence when identifying Continue to focus
Assessment: and blending sounds sounds in CVC words. Student struggled to identify one on developing
sat, peg, bin, pond, of the sounds in a pair of adjacent consonants in CVCC knowledge of
jump, flap and or CCVC words. Student letter-sound knowledge was high-frequency
Tuesday 8th
crab. strong, however student had trouble differentiating /b/ words and
September
and /d/ sound. strategies for
sound out larger
Phoneme Segmentation: 17/25 unfamiliar words.
Letter-sound Knowledge: 16/18