|
STRANDS
|
LEVEL A
|
LEVEL B
|
LEVEL C
|
LEVEL D
|
LEVEL E
|
|
Reading
for
information
|
Find, with teacher support, an item of information from an informational
or reference text.
|
Find and use, with teacher support, information specific to their
needs from a range of informational and reference sources.
|
Find and use information specific to their needs from a range
of informational and reference sources.
|
Find, select and collate information from more than one source.
|
Apply the information acquired from a number of different sources
for the purposes of a piece of personal research.
|
|
Reading for enjoyment
|
Read for enjoyment simple stories, poems and informational texts
supported by pictures.
|
Read stories, poems and informational texts
regularly for enjoyment.
|
Read regularly for enjoyment and give an opinion on texts of different
kinds.
|
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.
|
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.
|
|
Reading to reflect on the writer's ideas and craft
|
Read and, with teacher support, talk about a short, straightforward,
text showing that they understand one important idea.
|
Read straightforward texts and in discussion and writing show
that they understand the main ideas.
|
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.
|
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 particular information; and comment on the simpler
aspects of the writer's craft.
|
Read independently, skim and scan to locate main points of a text;
make predictions, 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.
|
|
Awareness of genre (type of text)
|
Show recognition of one obvious difference between two simple
texts of distinct types, such as a story and a list of instructions.
|
Show recognition of a few features of different types of simple
texts: stories, poems, dramatic texts, informational and reference
texts.
|
Identify a few obvious features of form and content in different
types of text: stories, poems, dramatic texts, newspaper items,
informational and reference texts.
|
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.
|
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.
|
|
Reading aloud
|
Read aloud a familiar passage or poem so as to convey understanding.
|
Read a familiar text with some fluency.
|
Read a familiar text with fluency; scan and then read aloud a
short unfamiliar text, conveying understanding.
|
|
|
|
Knowledge about language
|
|
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.
|
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.
|
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.
|
Show that they know, understand and can
use at least the following terms: genre; syllable, root, stem,
prefix, suffix; simile, metaphor.
|