US 31006 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 2 MB]

For Achieved, the learner needs to read and understand a range of straightforward written texts independently.

This involves:

• reading a minimum of five written texts of at least three different text types
• recording the date of reading, title, text type and the author or source of each text in a reading log
• providing a personal written, oral or visual response to each text to show engagement with the text.

This learner has read five straightforward written texts of three different text types – three newspaper articles, a short story and a novel abridged for English language learners.

The title, text type and author/source of each text, as well as the date it was read, have been recorded (1).

A personal response has been written for each of the five texts, three of which are included. Each response shows engagement with the text in different ways, by making connections between the text and the reader’s prior knowledge, ideas and feelings, and showing empathy and expressing an opinion (2).

For Achieved, the learner needs to read and understand a range of straightforward written texts independently.

This involves:

• reading a minimum of five written texts of at least three different text types
• recording the date of reading, title, text type and the author or source of each text in a reading log
• providing a personal written, oral or visual response to each text to show engagement with the text.

This learner has read five straightforward written texts of two different text types – three articles and two novels, one of which is a graded reader.

The title and author/source of each text, as well as the date it was read, have been recorded (1). The text type is recorded accurately for three texts, but the articles are described incorrectly as ‘reading resources’ (2).

A personal response has been written for each of the five texts, three of which are included. Two responses show some engagement with the text by making connections with the reader’s life, although these are very superficial (3). Other responses focus on relating some facts learnt from reading the text or providing a brief statement about the text (4).

For Achieved, three different text types need to be read and stronger evidence of engagement (by making connections between the text and the reader’s life experiences or between the text and prior knowledge or ideas) is required for all texts.