Progress Through the Sublevels In Reading
Stanley Grove Primary Academy
Progress Through the Sublevels in Reading
Aspects of Reading to be Assessed
Assessment Focuses
AF1. Use a range of strategies, including accurate decoding of text, to read for meaning.
AF2. Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.
AF3. Deduce, infer or interpret information, events or ideas from texts.
AF4. Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.
AF5. Explain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level.
AF6. Identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader.
AF7. Relate texts to their social, cultural and historical contexts and literacy traditions.
Early Learning Goals and WTL1
Early Learning Goals / WTL1 Pink / WTL1 RedLinking Sounds and Letters / Reading / AF1 / AF2 / AF1 / AF2
Hear and say sounds in words in theorder which they occur.
Link sounds to letters, naming andsounding the letters of the alphabet.
Use their phonic knowledge to writesimple regular words and makephonetically plausible attempts at more
complex words. / Explore and experiment with sounds,words and texts.
Use language to imagine and recreateroles and experiences.
Retell narratives in the correct sequence,drawing on language patterns of stories.
Read a range of familiar and commonwords and simple sentencesindependently.
Know that print carries meaning and, inEnglish, is read from left to right and top
to bottom.
Show an understanding of the elements ofstories, such as main character, sequence
of events and openings, and howinformation can be found in non-fictiontexts to answer questions about where,who, why and how. / Differentiate between text and illustration.
Understands that print conveys meaning. / Holds a book correctly.
Recognise the front and back cover.
Has established left to right movement, top tobottom.
Understands that books/texts are created bywriters.
Recite rhymes and sing songs.
Enjoys sharing books with an adult.
Talk about stories. / Tell a story from the pictures.
Describe pictures.
Is beginning to understand what a letter and aword are.
Name some letters.
Recognise some capitals and lower caseletters.
Recognise own first name. / Turns the pages from front to back.
Sequence a simple story or event.
Use gesture and action to act out a story, eventor rhyme.
Make predictions based on illustrations, storycontent and title.
Chooses to look at books.
AF1. Use a range of strategies, including accurate decoding of text, to read for meaning.
1c Yellow / 1b Blue & Green / 1a Orange & Turquoise / 2c Purple / 2b Gold / 2a White / 3c Lime / 3b / 3aDistinguish between a word, a letter and a
Space.
Use picture clues to help in reading simple text
Make 1 to 1 correspondence between writtenand spoken words
Blend phonemes to read CVC words
Use phonic knowledge to attempt unknownwords
Read, on sight, high frequency words from NLSappendix list 1 / Read on sight words from NLS appendixlist 1
Recognise familiar words in simple texts
Blend phonemes to read CCVC and
CVCC words
Continue to use phonic knowledge toattempt unknown words
Expect written text to make sense / Read on sight words from NLS appendix list1
Blend and segment sounds in consonantclusters and use this knowledge in reading
Show awareness of the grammar of asentence to help decipher new or unfamiliarwords / Use a range of decoding strategies
Blend and segment sounds in consonantclusters and long vowel phonemes and usethis knowledge in reading
Read on sight words from NLS appendix list 1
Use the grammar of a sentence to deciphernew or unfamiliar words / Read aloud with intonation and expression,
taking account of the punctuation, e.g. speechmarks and exclamation marks
Read on sight a range of high frequency wordsfrom NLS appendix 2
Identify syllables in order to read polysyllabicwords
Blend and segment long vowel phonemes / Recognise a range of prefixes and suffixes to
construct the meanings of words in context
Read fluently with intonation, expression and regardfor punctuation. / Read independently, using known strategies
appropriately to establish meaning.
Recognise the functions of punctuation including
apostrophe for omission and use appropriate
intonation and expression.
Recognise the full range of consonant diagraphs
e.g. kn,wr,ph / Read independently using a range of strategies
Understand how simple and complex sentencesinfluence meaning. / Read a range of appropriate texts fluently and
accurately
Re-read and read ahead to look for clues to determine meaning.
Use features to locate information. e.g. contents;indices; subheadings etc.
Y1 2014 Expectations, equivalent to levels 1b-2c:
Apply phonic knowledge and skills as the route to decode words. Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including, where applicable, alternative sounds for graphemes. Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Read words containing taught GPCs and –s, –es, –ing, – ed, –er and –est endings. Read other words of more than one syllable that contain taught GPCs. Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s). Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. Reread these books to build up their fluency and confidence in word reading. Checking that the text makes sense to them as they read and correcting inaccurate reading / Y2 2014 Expectations, equivalent to levels 2b-3c:
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. Read accurately words of two or more syllables that contain the same graphemes as above. Read words containing common suffixes. Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. Reread these books to build up their fluency and confidence in word reading. Checking that the text makes sense to them as they read and correcting inaccurate reading
Y3/Y4 2014 Expectations, Y3 equivalent to levels 2a-3b Y4 equivalent to levels 3b to 4c:
Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
4c / 4b / 4a / 5c / 5b / 5a
Select and read a range of appropriate texts
fluently and accurately
Use contextual knowledge to determine meaning.
Skim and scan to identify key ideas.
Use knowledge of text structure to locate
information.
Understand how the meaning of sentences isshaped by punctuation, word order or
connectives. / Use knowledge of word derivations and word
formation to construct the meaning of words in
context. / Read fluently, using punctuation toestablish meaning and inform intonation. / Use connectives as signposts to indicate achange of tone. / Use connectives as signposts to indicate a change of tone.
Use knowledge of word derivations and word formation, e.g. prefixes, acronyms and letter omission, to construct the meaning of words in context.
Can read fluently, understanding and using more sophisticated punctuation marks: colon, semicolon, parenthetic commas, dashes, brackets etc.
Y5/Y6 2014 Expectations, Y5 equivalent to levels 3a-4b Y6 equivalent to levels 4b to 5c:
Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. / Y7 2014 Expectations, equivalent to levels 5b-6c:
Develop an appreciation and love of reading, and read increasingly challenging material independently through: reading a wide range of fiction and nonfiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors; choosing and reading books independently for challenge, interest and enjoyment; rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
Checking their understanding to make sure that what they have read makes sense.
AF2. Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.
1c / 1b / 1a / 2c / 2b / 2a / 3c / 3b / 3aListen attentively to a story at the appropriate
interest level
Say how they feel about stories and poems
Recall the main points of a recount in thecorrect sequence
Use the structure of a simple story when reenacting
and retelling
Talk about the themes of simple texts, e.g.
good over evil / Identify main events or key points in texts
Answer literal retrieval questions aboutthe text / Talk about the main events in a text
Pick out relevant information / Identify and discuss the main events or key
points in a text
Locate specific information in the text to find
answers to simple questions / Make predictions using experience of readingbooks written by the same author or based onsimilar themes
Generate questions before reading and use
bibliographic knowledge to help retrievespecific information
Use an understanding of the structure of nonchronological
reports and explanations to make predictions / Retell a story clearly and with appropriate detail.
Extract information from the text and discuss orallywith reference to the text. / Show understanding of main points with reference
to the text.
Recognise the main differences between fiction
and non-fiction texts.
Extract information from the text and make notesusing quotation and reference to the text. / Identify and discuss issues locating evidence in the text.
Recognise the main differences between fiction
and non-fiction texts. / Justify predictions by referring to the text.
Locate information using skimming, scanning and
text marking.
Y1 2014 Expectations, equivalent to levels 1b-2c:
Discussing the significance of the title and events.
Explain clearly their understanding of what is read to them. / Y2 2014 Expectations, equivalent to levels 2b-3c:
Discussing the sequence of events in books and how items of information are related. Being introduced to nonfiction books that are structured in different ways. Answering and asking questions.
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
• / Y3/Y4 2014 Expectations, Y3 equivalent to levels 2a-3b Y4 equivalent to levels 3b to 4c:
Retrieve and record information from nonfiction. Reading books that are structured in different ways and reading for a range of purposes. Using dictionaries to check the meaning of words that they have read. Asking questions to improve their understanding of a text. Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
4c / 4b / 4a / 5c / 5b / 5a / 6
Justify opinions and elaborate by referring to the
text.
Show understanding of significant ideas, themes,
events and characters. / Refer to the text to support predictions and
opinions.
Skim, scan and text-mark to research quickly
and efficiently. / Secure use of skimming, scanning and
text-marking so that research is fast and
effective.
Refer to the text to support predictions
and opinions (Point + Evidence) / Use the skills of skimming, scanning and
text-marking to identify the gist.
Refer to the text to support predictions and
opinions (Point + Evidence + Explanation) / Use the skills of skimming, scanning and
text-marking to identify key ideas.
Explore the text to support and justify
predictions and opinions (Point + Evidence
+ Explanation + Evaluation) / Retrieve and collate key ideas from a range
of sources. / Relevant points clearly identified, including summary and synthesis of information from different sources or different places in the same text
Commentary incorporates apt textual reference and quotation to support main ideas or argument
Y5/Y6 2014 Expectations, Y5 equivalent to levels 3a-4b Y6 equivalent to levels 4b to 5c:
Reading books that are structured in different ways and reading for a range of purposes.
Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks.
Asking questions to improve their understanding.
Distinguish between statements of fact and opinion.
Retrieve, record and present information from nonfiction.
Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. / Y7 2014 Expectations, equivalent to levels 5b-6c:
Studying setting, plot, and characterisation, and the effects of these.
Understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play.
AF3. Deduce, infer or interpret information, events or ideas from texts.
1c / 1b / 1a / 2c / 2b / 2a / 3c / 3b / 3aUse knowledge of simple sentences structuresand repeated patterns to make predictions andcheck reading / Make simple deductions with promptsand help from the teacher
Begin to make predictions about thecharacters. / Express opinions about main event andcharacters in stories. E.g. good and badcharacters / Use an understanding of the story to make
predictions
Relate story settings and incidents to own
experience
Compare stories and identify common themes / Go beyond own experience or general
impression and refer to text to explain meaning
Make simple inferences about thoughts and
feelings and reasons for actions / Identify key themes and discuss reasons for events in stories.
Be aware of underlying themes and ideas within a
text.
Begin to understand the effects of different words and
phrases, e.g. to create humour, images and
atmosphere / Explore underlying themes and ideas make clear reference to the text.
Make plausible predictions based on knowledge of
the text
Discuss the actions of the main characters and justify views using evidence from the text.
Summarise the main points from a passage or atext. / Identify the language used to create moods and
build tension.
Infer reasons for actions and events based onevidence from the text.
Continue to make plausible predictions based on knowledge of the text / Distinguish between fact and opinion.
Infer meaning using evidence from the text.
Use clues from action, dialogue and description to
establish meaning.
Make reasoned judgements on characters’actions.
Y1 2014 Expectations, equivalent to levels 1b-2c:
Predicting what might happen on the basis of what has been read so far.
Making inferences on the basis of what is being said and done.
Drawing on what they already know or on background information and vocabulary provided by the teacher. / Y2 2014 Expectations, equivalent to levels 2b-3c:
Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and nonfiction at a level beyond that at which they can read independently.
Drawing on what they already know or on background information and vocabulary provided by the teacher.
Making inferences on the basis of what is being said and done.
Predicting what might happen on the basis of what has been read so far.
Y3/Y4 2014 Expectations, Y3 equivalent to levels 2a-3b Y4 equivalent to levels 3b to 4c:
Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
Predicting what might happen from details stated and implied.
4c / 4b / 4a / 5c / 5b / 5a / 6
Empathise with different characters’ points of view.
Infer meaning using evidence from the text and wider experiences.
Use clues from action, dialogue and description tointerpret meaning. / Identify implicit and explicit points of view.
Discuss messages, moods, feelings and attitudes using inference and deduction.
Identify key points when reading an appropriate
text. / Explain and comment on implicit andexplicit points of view
Describe, with examples, how the author has chosen a range of vocabulary to
convey different messages, moods, feelings and attitudes. / Compare and contrast implicit and explicitpoints of view.
Analyse how the author has chosen arange of vocabulary to convey different
messages, moods, feelings and attitudes. / Identify the techniques the author has usedto create moods, feelings, messages andattitudes / Identify and evaluate the techniques theauthor has used to create moods, feelings,messages and attitudes. / Comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them, e.g. explaining the association of different words in an image, or exploring connotations in a political speech or advertisement
Comments consider wider implications or significance of information, events or ideas in the text, e.g. tracing how details contribute to overall meaning
Y5/Y6 2014 Expectations, Y5 equivalent to levels 3a-4b Y6 equivalent to levels 4b to 5c:
Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Predicting what might happen from details stated and implied.
Identifying how language, structure and presentation contribute to meaning.
Provide reasoned justifications for their views. / Y7 2014 Expectations, equivalent to levels 5b-6c:
Making inferences and referring to evidence in the text.
AF4. Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.