Lower Primary Years P-2 - Reading Stage A1

Indicators of progress – Stage A1: texts and responses to texts

At the end of Stage A1, students can routinely read the following kinds of texts, and respond to them in the following ways:

  • read short, learned texts, e.g. simple rhymes, songs, repetitive texts
  • read some environmental print and familiar words in context, e.g. recognise names, some letters, some common signs and logos, numbers
  • read their own writing, or a simple text written by the teacher, e.g. about a shared experience
  • join in with shared reading activities e.g. whole class reading of repetitive Big Book
  • complete simple activities based around texts, e.g. sequence pictures to retell story, dramatise a story, paint or draw characters,
  • adopt teacher’s intonation patterns when reading familiar texts
  • show a personal response to a text, e.g. look at or read a book in own time, role-play, draw a picture
  • recognise some familiar vocabulary, mainly content words in supported context, e.g. shared reading
  • follow simple written texts that are read to them
  • identify characters in a narrative
  • draw pictures of the stages of a narrative; match pictures and words of a procedure
  • concentrate during group reading activities
  • understand some main ideas in a simple story read aloud, supported by visuals. 

Indicators of progress – Stage A1: cultural conventions of language use

At the end of Stage A1, students’ understanding of the contexts and purposes of the texts they read is shown when they:

  • show awareness that written and visual texts are created to share a message
  • can recognise that environmental print is significant, e.g. asks the teacher to read a sign
  • identify whether a text tells a story or gives information
  • understand that print contains a consistent message, e.g. indicates when the ending of a well-known story varies
  • identify reading purposes of texts, e.g. enjoyment, information
  • choose books to look at or read independently.

Indicators of progress – Stage A1: linguistic structures and features

At the end of Stage A1, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

  • are able to distinguish Roman script from non-Roman script
  • recognise the function of capital letters and full stops , e.g. count sentences
  • show awareness of basic conventions of print in English, e.g. follow text with finger from left to right and from the top to the bottom of the page
  • show awareness that words are separated by spaces, e.g. by pointing to words, counting words
  • understand and use the metalanguage for some basic conventions of book layout and aspects of reading, e.g. word, letter, page, title, cover
  • recognise and name some letters of the alphabet
  • identify common letters in different words consistently, e.g. point to all the ‘t’s in a sentence
  • relate some letters of the alphabet to sounds, e.g. relate some non-consonants to their usual/common sounds
  • identify some sounds in words
  • recognise some common letters and letter patterns in words, e.g. refer to charts, books
  • identify repetitive word or letter patterns in sentences and phrases
  • recognise some familiar personally significant words in context, e.g. own name, peers’ names, ‘today is’
  • match words to sentence in a known text
  • match familiar words or simple sentences with pictures. 

Indicators of progress – Stage A1: maintaining and negotiating communication

At the end of Stage A1, students may use the following strategies to assist them to read and comprehend texts:

  • use illustrations to discern the story line of a text
  • use illustrations to predict individual words in texts about familiar topics
  • read with or slightly after the teacher, e.g. join in the familiar part of a story
  • focus on reading repetitive words or phrases in known texts
  • listen for key words in a shared reading text, e.g. names of characters
  • memorise a familiar or favourite part of a text
  • practise by re-reading their favourite texts
  • choose texts to read that are familiar or well supported by illustrations
  • attempt to decode known and unknown words using initial sounds and other early decoding skills
  • focus on meaning of content words (particularly nouns and verbs) associated with accompanying pictures or words pointed to by teacher,
  • tend to ignore meaning carried by structural words such as the, and, as, in, of and other language not pointed out or supported by illustrations
  • show comprehension through appropriate contextual activities, e.g. sequencing pictures
  • use simple dictionaries and word charts.