| Level |
Standards and Progression Points |
Indicator of Progress |
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0.5
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At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example:
- understanding of the directional sequence of text
- recognition of some letters of the alphabet and awareness of the relationship between sounds and letters
- correct reading of some familiar words; for example, words in the title of a simple reading text, or labels on objects in the classroom
- retelling of the main ideas in a text; for example, the plot after listening to the reading of a picture story book or watching a video
- predictions about events in a text from looking at the cover and illustrations
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Reading videos at level 0.5
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1.0 Standard
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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.
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1.25
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At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
- naming of all uppercase and lowercase letters in the alphabet
- identification of common sounds for letters
- independent reading of simple print and electronic texts with moderate accuracy and fluency
- accurate reading of high-frequency words
- retelling of what they have read using the text as a prompt
- prediction of what a text will be about, using textual features and some known words
- understanding of differences between real and imaginative texts
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Reading videos at level 1.25
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1.5
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At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
- segmentation and blending of letters in words of one or two syllables
- use of sentence context, predictable structures and initial letters when attempting to read unfamiliar words
- accurate and independent reading of print and electronic texts with high-frequency words
- self-correction, on recognition that their own reading does not make sense
- inclusion of main ideas in retelling what they have read
- prediction of what might happen next in a story read independently
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Reading videos at level 1.5
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1.75
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At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
- recognition of a wide range of letters and sounds, and blends in words of more than one syllable
- use of strategies for working out the meaning of unfamiliar words in context; for example, sounding out, rereading, using cues from illustrations
- self-correction, and use of punctuation to contribute to meaning when reading aloud; for example, recognition of quotation marks to identify a speaker’s words
- ordered retelling of main ideas from a text they have read
- response to ideas in short print and electronic literary texts
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Reading videos at level 1.75
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2.0 Standard
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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.
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2.25
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At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
- use of strategies for working out meanings of unfamiliar words and phrases in context of texts read independently; for example, suggestions of synonyms for familiar words
- understanding of author’s purpose for writing a text; for example, to narrate, to inform, and of how well the text achieved its purpose
- understanding of and responses to texts with several short paragraphs in print and electronic forms
- comprehension of ideas in informative and imaginative texts
- prediction of likely events and inferences about the consequence of actions represented in texts
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2.5
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At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
- use of strategies for reading texts with unfamiliar vocabulary and/or textual features such as captions for illustrations
- understanding of main ideas in a range of informative and imaginative texts
- recognition of connections between events in narrative texts
- comparison of information presented in different texts about the same topic
- discussion of events and characters’ actions in imaginative texts in the light of their own experience
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Reading videos at level 2.5
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2.75
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At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
- use of their own knowledge of language structures and features in reading texts that present new and unfamiliar ideas and information
- reading of and responses to imaginative and informative texts, organised in a range of ways such as texts structured in short chapters, or linked sections of electronic texts
- note-taking and recording of key information from a range of texts
- recognition of how authors choose language to describe characters and events; for example, short sentences to build up to a climax, descriptive words to set a scene
- inferences about characters’ motivations and intentions in imaginative texts
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3.0 Standard
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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.
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3.25
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At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
- interpretations of and responses to a range of literary and everyday texts
- understanding of how authors construct print and electronic texts for different intended audiences and purposes; for example, a letter to a friend or report for the school newsletter
- connections between evidence stated and inferred in texts and their own knowledge and experience to clarify understanding of texts
- predictions and inferences about possible consequences of actions and events during reading
- recognition that texts reflect sociocultural values, attitudes and beliefs
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3.5
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At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
- identification of the intended purposes of a wide range of literary and everyday texts
- understanding of features of different kinds of texts; for example, characterisation and plot in narratives, or headings and visual information in informative texts
- use of evidence drawn from the text to support interpretations
- use of strategies for interpreting texts with unfamiliar ideas and vocabulary; for example, reading on and reading back, summarising or paraphrasing
- identification of sociocultural values, attitudes and beliefs represented in literary texts
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3.75
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At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
- interpretations of and responses to a wide range of print and multimodal texts
- understanding and discussion of the textual features of different texts; for example, sequence of ideas in persuasive texts
- analysis and discussion of a range of perspectives presented in different texts on the same topic
- use of a variety of comprehension strategies; for example, reviewing, summarising, asking questions or predicting
- identification of the ways in which texts present a range of values and attitudes
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4.0 Standard
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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.
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4.25
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At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
- personal responses to a range of texts; for example, written reviews or role-plays
- use of knowledge of text organisation to interpret texts containing unfamiliar ideas and information
- identification and explanations of different interpretations of texts
- explanations of how authors of print and multimodal texts use a variety of techniques to engage audiences
- identification of strategies used by authors to persuade others to share a point of view
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4.5
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At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
- responses to a range of personal, imaginative, informative and persuasive texts
- discussion and exploration of ideas and issues presented in a wide range of texts
- identification of key ideas by skimming, scanning and use of topic sentences
- explanations about how a text can be interpreted from a variety of perspectives
- recognition that texts are produced for multiple audiences, purposes and contexts
- use of evidence from a text to support their own interpretations
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4.75
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At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
- development of extended personal responses to a range of texts in oral and dramatic presentations, print and multimodal forms
- discussion of different views and values presented in texts
- use of a range of strategies for interpreting texts, including formulation of questions, comparison of different texts, and identification of cause-and-effect connections
- comparison of how information and ideas are presented in a variety of ways in different texts
- critical evaluation of information presented in print and multimodal texts
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5.0 Standard
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At Level 5, students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues. They identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations. They produce personal responses, for example, interpretive pieces and character profiles. They infer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts, and identify cause and effect in informative texts.
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5.25
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At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
- responses to a variety of texts that explore a range of ideas and issues
- discussion of how the use of language varies according to context, purpose and audience
- comparison of texts that present issues and ideas in a variety of ways
- responses to a wide range of imaginative, informative and persuasive texts in oral, written and multimodal forms
- summary and presentation of information and ideas on a topic from several different texts
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5.5
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At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
- discussion of how contemporary and classical literary texts explore ideas and issues relevant to their own lives
- understanding of how variations in language, form and context affect interpretations of texts
- explorations of how texts vary according to context and purpose; for example, contemporary newspaper stories, classical fables, narrative poems, lyrics of popular songs
- personal responses to key ideas and issues in literary texts in oral, dramatic, written and multimodal presentations
- identification of different perspectives and information used in texts presenting a range of points of view
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5.75
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At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
- reflection on ideas and issues relevant to their own lives that are explored in imaginative, informative and persuasive texts
- discussion of the impact of aspects of texts; for example, the use of imagery and symbolism
- identification of multiple purposes within the same texts; for example, editorials intended to inform, warn or persuade
- critical analyses of and responses to a wide range of imaginative, informative and persuasive texts
- use of metalanguage to compare features of different kinds of texts such as play scripts, films, novels
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6.0 Standard
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At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives. They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created. They explain how texts are shaped by the time, place and cultural setting in which they are created. They compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.
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