English: keys, examples and… | Year 3 English · T1 W1–2 · Assessment

This is a formative first-fortnight record, not a substitute for the Year 3 achievement standard. Keep three columns for separate constructs: word reading, meaning from a teacher-read or self-read text, and composition. Beside each, record the exact child response, access route and prompt. A group answer can guide teaching but is not an independent score for every child. Rotate focus learners and use not yet observed honestly.

Day	Keyed evidence to notice	Immediate next teaching if needed
1	Mira worries that moving trays may spoil a project; later relieved; point to line/event	Reread the opening question and final mood sentence, then choose one supported adjective.
2	Blend parts of `notebook`, `careful` after taught patterns; use word in context	Model the unfamiliar grapheme or base/ending, then try a new matched word.
3	“Mira hesitated because…” with story clue	Separate “the text says” from “I infer”; highlight one exact phrase.
4	Past-tense `carried`, `drew`; problem/attempt ideas in related paragraph groups	Rehearse two complete past sentences, then group by stage.
5	Invented character/place/problem/attempt/result and a child-chosen revision	Use four event cards; ask a reader which link is missing.
6	Text B tells safe observation; appearance alone cannot prove plant growth	Locate heading and warning phrase; do not supply a fake sample result.
7	`recheck` = check again; `careful` = with care; visible `re` in red is not prefix	Build base + part, say changed meaning, then transfer to unhelpful.
8	Method sentence separate from observation and limit; two connected paragraphs	Sort actual sentences into `how / saw / still wonder`, then co-compose.
9	Text B for safety steps; cite heading or wording, not only same topic	Compare features and named reader needs.
10	Independent longer-word sample, read-aloud meaning and own paragraph recorded separately	See keyed Check B below.

Day 5 check A — narrative design and revision

Invite a fictional school-safe shared-space problem in two short paragraphs. Key features: a named character and place; a problem the reader understands; an attempted solution; an outcome; a reason for at least one revision after a real listener question. A polished long story is unnecessary. A learner may draw sequence cards and dictate exact wording; record that as narrative/composition evidence, not independent spelling.

Annotated examples:

“The club table was blocked. I asked the teacher where the boxes went. We moved them to a shelf. Now everyone could reach the table.” The event line is clear; ask for the character and setting in the first paragraph and a second related stage in the next. Do not demand decorative adjectives.
“There were boxes. They were gone. It was fine.” The reader cannot see the attempt. Ask the child to show who changed what, with one object/action card; then revise one sentence.
Four clear pictures and one dictated line per picture show structure; sentence spelling is not yet sampled. Plan a short independent writing sample later.

Day 10 check B — separate three sources of evidence

Word reading: printed notebook, careful, helpful, recheck in changed order, plus unhelpful as a transfer prompt if the component parts are taught. Key responses: notebook = note + book; careful = care + -ful; helpful = help + -ful; recheck = re- + check; unhelpful = un- + helpful (“not helpful”). Record grapheme-level help. The child may identify the parts yet still need blending practice; do not merge those findings.

Meaning from Text B read aloud: “What can appearance alone not tell us?” A sound answer says that a darker sample is not necessarily better for plants and further evidence is needed; a child may phrase this differently. “Why keep containers closed?” The text directs safe observation; accept safety/no-contact reasoning. Because the adult read the text, mark this listening/comprehension, not independent reading.

Composition: one short class-reader paragraph containing a recorded observation or explicitly fictional model, then a limit/next question. A keyed valid pattern is: “In our approved containers, sample B showed larger visible grains than sample A. We cannot tell from this alone which would support plant growth, so we would need more evidence.” Use that wording only if the class really observed it; otherwise replace with the actual record. Look for an accurate claim, source boundary, related sentences and purposeful audience. A learner who writes “dark soil is best” needs the observation/inference contrast, not just spelling correction.

Routes into tomorrow:

Word parts identified but whole-word reading hesitant → model one target grapheme and a slow-to-natural blend, then recheck in a new short sentence.
Accurate reading but inference unsupported → reread a small passage, mark the clue and say “this makes me think…”.
Rich oral idea but transcription difficult → offer a keyboard, scribe or AAC to capture the idea, then plan specific writing practice without mistaking motor access for weak understanding.
Paragraphs mixed → sort method / observation / limit, say each group aloud, then write a new paragraph, not an identical copied one.
English language access still developing → welcome an appropriately supported home-language explanation and explicitly teach task vocabulary; do not invent a translation or infer lack of reasoning.