Progression Points in Reading.
0.5 / · Students ‘read’ aloud independently and respond to simple, illustrated continuous print and electronic texts about familiar events with some high frequency words, oral language patterns and repetitive phrases and sentences.· They display some of the concepts of print, including one to one matching of words.
· They use textual features and knowledge of text topic to predict words.
· They display relevant phonological and phonemic knowledge, including recognising and saying the most common sound and naming the most common letters.
· They can suggest words that begin with familiar sounds, including the beginning letter of their name.
· They can give words that rhyme and can sometimes decide whether a spoken word begins with a particular sound.
· They can match letters based on their shape and can discriminate between similar letters.
1.0
Standard / · At Level 1, students match print and spoken text in their immediate environment.
· They recognise how sounds are represented alphabetically and identify some sound-letter relationships.
· They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures.
· They read from left to right with return sweep, and from top to bottom.
· They use title, illustrations and knowledge of a text topic to predict meaning.
· They use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.
1.25 / · Students independently read and respond to short continuous print and electronic imaginative and informative texts that include familiar ideas, several lines of text per page, longer sentences and illustrations that provide a moderate level of support.
· They can read common high frequency words.
· They can retell what they have read using the text as a prompt if necessary.
· They predict what might happen on later pages and how the text might end.
· They infer simple responses about the characters and events in the text.
· They identify and correctly pause at full stops when reading aloud.
· They use relevant phonological and phonemic knowledge for one-syllable spoken words and can segment words of three sounds according to the syllable before the first vowel (onset) and the syllable from the first vowel onward (rime).
· They recognise, name and say the most common sound for all the letters of the alphabet.
1.5 / · Students independently read and respond to continuous print and electronic texts with some high frequency words and illustrations providing minimal support.
· They read common high frequency words without hesitation.
· They sometimes recognise when they have read something that doesn’t make sense and self correct when reading continuous text aloud.
· They identify and change pitch for common punctuation marks and textual features.
· Using textual features and some known words, they can make inference to predict what the text will be about.
· They retell what they have read including key points.
· They suggest possible meanings for unfamiliar words by using sentence context and looking at the beginning letter of the word.
· They use phonological and phonemic knowledge for one-syllable spoken words of up to four sounds and can blend strings of up to three sounds into words.
1.75 / · Students independently read and respond to short print and electronic imaginative texts that describe familiar ideas, and informative texts about known topics.
· They read an increasing number of common high frequency words without hesitation.
· The texts have some unfamiliar vocabulary, reduced supporting illustrations and more complex sentence patterns.
· They read texts aloud with fluency and phrasing, recognising when what they have read doesn’t make sense and then re-reading to self-correct.
· They retell what they have read logically and include key ideas.
· They read silently for short periods of time.
· They predict and infer what questions the text might answer.
· They suggest synonyms for words in the text and possible meanings for unfamiliar words by using its context, the shape and one or more of the letters in it.
· They use phonological and phonemic knowledge for one or two syllable spoken words of up to five sounds and can blend strings of up to five sounds into words.
2.0
Standard / · At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary.
· They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context.
· They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text, and interpret labelled diagrams.
· They predict plausible endings for stories and infer characters’ feelings.
· They self-correct when reading aloud and describe strategies used to gain meaning.
· They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.
2.25 / · Students read and respond to longer imaginative and informative texts, both print and electronic, that include informative texts of several paragraphs per page, about familiar ideas with predictable features.
· They identify words in a text that describe particular characters and events.
· They read texts that have some unfamiliar vocabulary and work out the meanings of unfamiliar words and phrases in unknown contexts.
· They suggest synonyms for familiar words and phrases.
· They predict events that may occur in narratives and make inferences about themes and consequences of actions.
· They evaluate whether the characters or events are likely to occur in real life and paraphrase sentences.
· They display literal comprehension about details in non-fiction text by converting list data of separate facts from informative texts, into sentence form.
2.5 / · Students read and respond to longer imaginative and informative texts, both print and electronic, that have little pictorial support and informative texts that have more unfamiliar and challenging vocabulary and features.
· They paraphrase or retell a paragraph.
· They recognise and link cause and effect or consequences and infer the events that may have happened earlier.
· They evaluate descriptions of particular characters and events in terms of the reader’s feelings.
· They read accurately two and three syllable words of high or moderate frequency.
· For informational text with two discrete sets of separate facts presented in dot point format and link or compare data within or across the two sets.
2.75 / · Students read and respond to longer imaginative and informative texts, both print and electronic, with chapters and informative texts with less familiar vocabulary, information and features.
· They attempt the meaning of unfamiliar words and phrases in unknown contexts using their knowledge of written language structures and textual features.
· They suggest a summary sentence for a paragraph and select the paragraph in a text that provides particular information.
· They infer possible motives, feelings, events and characteristics of characters in a text, directly and indirectly stated.
· They read two and three syllable words of low frequency.
· For informative text with three or more discrete sets of separate facts presented in dot point format, they link and compare data.
· They link text with a diagram or set of diagrams.
3.0
Standard / · At Level 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features.
· They interpret the main ideas and purpose of texts.
· They make inferences from imaginative text about plot and setting and about characters’ qualities, motives and actions.
· They infer meaning from material presented in informative texts.
· They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes.
· They use several strategies to locate, select and record key information from texts.
3.25 / · Students read, interpret and respond to a range of literary, everyday and media texts in print and in multimodal formats about relatively concrete themes.
· They identify the intended purpose and audience of texts.
· They locate some of the structures of narratives, reports and arguments.
· They use strategies that include selecting key ideas, paraphrasing and visualising the more complex sentences, reading on and drawing on some contextual cues.
· They can predict events and infer possible consequences of actions.
· They apply evidence from the text and their general knowledge to display literal, inferential and evaluative comprehension.
· They identify attitudes and beliefs of the different characters and analyse the use of imagery for specific events and characters, plot and setting.
· They read familiar multi-syllabic words using morphorgraphic knowledge.
3.5 / · Students read, interpret and respond to a range of literary, everyday and media texts in print and in multimodal format that relate to less familiar contexts and themes.
· They identify the intended purposes of texts and how they present the attitudes and beliefs of individuals.
· They define and understand the structures of narratives, reports and arguments.
· They summarise and review sentences and paragraphs to maintain meaning.
· They compare two sets of text that relate to the same topic on a range of criteria using literal, inferential and evaluative comprehension.
· They read less familiar multi-syllabic words and work out their meanings by morphorgraphic features, analogy with known words and semantic and grammatical contexts of the word.
3.75 / · Students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats that are related to less familiar cultural contexts, themes and issues.
· They contrast and compare the different structures of narratives, reports and arguments.
· They identify how texts are constructed for particular purposes and how they present cultural values and attitudes.
· They analyse texts to interpret different perspectives, using some evidence from the texts including imagery, characterisation and setting to support their interpretations.
· To comprehend texts, students use strategies that draw on awareness of multiple contextual cues and text organisation, including reviewing, summarising paragraphs and synthesising meaning across paragraphs.
· They read unfamiliar multi-syllabic words and attempt their meanings using morphorgraphic semantic and syntactic knowledge.
4.0
Standard / · At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats.
· They analyse these texts and support interpretations with evidence drawn from the text.
· They describe how texts are constructed for particular purposes and audiences, and identify how sociocultural values, attitudes and beliefs are presented in texts.
· They analyse information, imagery, characterisation, dialogue, point of view, plot and setting.
· They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.
4.25 / · Students read, view, respond to and discuss a range of imaginative, informative and persuasive texts in multimodal formats.
· They recognise that texts can be produced for multiple purposes.
· They display comprehension through identification of themes and issues, intended purposes of texts and by justifying their interpretation with supporting evidence.
· They identify different interpretations, explain why these arise and infer unstated information including cause and effect.
· They describe and explain how authors use techniques to engage an audience and influence the roles and relationships in texts.
· They evaluate texts in terms of how well an author positions a reader to accept their point of view.
· They gain meaning when using an expanded vocabulary, comparison, review and consolidation and inferring main ideas.
4.5 / · Students read, view, respond to and discuss a range of imaginative, informative and persuasive texts.
· They recognise that texts can be produced for multiple purposes, audiences and contexts.
· They use literal, inferential and evaluative comprehension of texts including identifying similarities and differences and motives of characters.
· They explain the ways in which texts can be interpreted from multiple perspectives and identify and infer some of the techniques used to influence a particular interpretation.
· They evaluate and justify different interpretations using evidence from the text.
· They locate key ideas by skimming, scanning and use of topic sentences.
· They use text consolidation strategies including reviewing and integrating what has been read.
4.75 / · Students read, view, interpret and reflect on a greater range of imaginative, informative and persuasive texts in multimodal formats.
· They discuss the multiple purposes, audiences and contexts of texts.
· They display literal, inferential and evaluative comprehension of texts including formulating questions, comparing texts and themes and inferring cause-effect.
· They recognise authors may have different views and values to their own.
· They explain different interpretations of text referring to sentence length, meter, rhyme and rhythm.
· They use comprehension strategies including identification of main and subordinate ideas and integrating these into a ‘summary’ representation.
· They use relevant inferential comprehension strategies to infer the bias of the author and critically evaluate the quality of the information presented.