Name: Bomani Year Level: 6

Egyption background with some ESL issues

Strengths (What the reader can do):
- Bomani is able to convey the task and what he has done with some difficulty.
- Reads what he has written quite confidently.
- Strives when he is interested, otherwise he is not highly engaged (text user skills).
- Good semantic knowledge if he is interested in the text.
- Some comprehension skills.
- Bomani often relates prior knowledge of books he has read and movies he has seen.
- Enjoys reading books of the action genre.
- Some graphophonic and code breaking skills.
Further Development:
- Bomani needs to develop his grammatical knowledge and the ability to see how words go
together.
- He needs to further develop his graphophonic knowledge and understand the relationship
between the sound and print of words.
- He needs to further develop his critical literacy skills (text analyst).
- Further develop comprehension skills.
- Finally, Bomani needs to develop the skills and ability to read texts even if he is not interested.

Australian Curriculum:

Achieved: Creating literature: Experiment with text structures and language features and their effects in
creating literary texts, for example, using imagery, sentence variation, metaphor
and word choice (ACELT1800).

Partially Achieved: Text structure & organisation: Understand the uses of commas to separate
clauses (ACELA1521).

Not yet Achieved: Phonics & word knowledge: Understand how to use phonic knowledge and
accumulated understandings about blending, letter-sound relationships, common and uncommon letter
patterns and phonicgeneralisations to read and write increasingly complex words (ACELA1830).

Achievement Standards: They explain how their choices of language features and images are used.

How should the teacher support this student?

- Although students cannot always have the choice of what books they read in class, they can
choose what books they read for independent reading. In this case, the teacher should ensure that
Bomani can read books that he is interested in.
- A reading group of students who were at the same level as Bomani and had similar ESL issues
would be beneficial.
- The teacher should also have a class novel over the course of the year, that interests Bomani. For
example, the ‘Once’ series written by Morris Gleitzman was inspired by the events of WWII and as
this is Bomani’s interest, it would be ideal for his reading development, while also connecting the
History learning area.
- The teacher should continue to work one-on-one with Bomani to further develop his reading and
use of grammatical knowledge.