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STRANDS
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LEVEL A
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LEVEL B
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LEVEL C
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LEVEL D
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LEVEL E
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Reading
for
information
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Find, with teacher support, an item of information from
an informational or reference text.
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Find and use, with teacher support, information specific
to their needs from a range of informational and reference
sources.
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Find and use information specific to their needs from a
range of informational and reference sources.
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Find, select and collate information from more than one
source.
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Apply the information acquired from a number of different
sources for the purposes of a piece of personal research.
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Reading
for
enjoyment
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Read for enjoyment simple stories, poems and informational
texts supported by pictures.
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Read stories, poems and informational texts regularly for
enjoyment.
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Read regularly for enjoyment and give an opinion on texts
of different kinds.
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Read regularly for enjoyment texts with a range of subject
matter and, with some support, reflect on what has been
read and record personal reactions.
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Read regularly for enjoyment texts with a wide range of
subject matter, and provide either orally or in writing
a considered personal view of the texts read, supported
by some relevant evidence.
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Reading to reflect on the writer's ideas and craft
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Read and, with teacher support, talk about a short, straightforward
text showing that they understand one important idea.
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Read straightforward texts and in discussion and writing
show that they understand the main ideas.
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Read a variety of straightforward texts, and in discussion
and writing show that they understand the main and supporting
ideas, and can draw conclusions from the text where appropriate.
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Read a variety of texts, and in discussion and writing show
that they understand the gist of the text, its main ideas
and /or feelings, and can obtain particularl information;
and comment on the simpler aspects of the writer's craft.
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Read independently, skim and scan to locate main points
of a text; make prediction, identify subsidiary ideas; comment
briefly on the opinions and attitudes of the writer; describe,
with some direction, the simpler aspects of style and its
intended audience.
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Awareness of genre (type of text)
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Show recognition of one obvious difference between two simple
texts of distinct types, such as a story and a list of instructions.
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Show recognition of a few features of different types of
simple texts: stories, poems, dramatic texts, informational
and reference texts.
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Identify a few obvious features of form and content in different
types of text: stories, poems, dramatic texts, newspaper
items, informational and reference texts.
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Identify some similarities and differences of form and content
in examples of the same type of text, for example ghost
stories or letters of complaint or short biographical items
from an encyclopaedia.
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Identify some similarities and differences of form and content
in examples of texts from a variety of genres, and comment
on how these reflect the texts' purposes.
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Reading aloud
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Read aloud a familiar passage or poem so as to convey understanding.
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Read a familiar text with fluency.
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Read a familiar text with fluency; scan and then read aloud
a short unfamiliar text, conveying understanding.
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Knowledge about language
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Show that they know, understand and can use at least the
following terms: author, title, chapter, index, contents;
character, setting the scene; poem, dictionary; question
mark.
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Show that they know, understand and can use at least the
following terms: fiction, non-fiction, thesaurus, reference
book; plot, dialogue, main character, conflict; verse, paragraph,
headline; speech marks, exclamation mark.
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Show that they know, understand and can use at least the
following terms: theme, character, relationships, setting,
motives; fact and opinion; layout, bold and italic type.
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Show that they know, understand and can use at least the
following terms: genre; syllable, root stem, prefix, suffix;
simile, metaphor.
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