Lower Primary Years P-2 - Reading Stage A2

Indicators of progress – Stage A2: texts and responses to texts

At the end of Stage A2, students can routinely read the following kinds of texts, and respond to them in the following ways:

  • read a range of topic related classroom texts with support
  • read well-known words or phrases in new contexts, e.g. Tuesday, Once upon a time
  • demonstrate understanding of new texts, and respond, e.g. read along with repetitive sections, predict
  • consistently read back own writing or sentences scribed by another
  • participate in simple group activities based on shared texts
  • ask questions, retell and talk about texts read and viewed in class, or give factual information from texts read and viewed in class, e.g. can tell who does what and why
  • recall factual information from texts read and viewed in class
  • retell main events in sequence with guidance and prompts from teacher
  • express opinions about the actions of key characters
  • understand main ideas and recognise characters in a well illustrated story read aloud
  • obtain information from simple diagrams or graphs
  • respond to texts through art, drama, movement and music
  • talk about features of a story or poem that have personal appeal, e.g. fantasy elements, favourite characters, interesting words/phrases
  • identify features of a range of text types, e.g. recount, report, procedure, narrative
  • read well known texts with some fluency, e.g. appropriate pauses and intonation
  • modify intonation when reading to differentiate questions, exclamations or dialogue.

Indicators of progress – Stage A2: cultural conventions of language use

At the end of Stage A2, students’ understanding of the contexts and purposes of the texts they read is shown when they:

  • identify the basic purpose of a new text
  • identify texts as factual or fictional and make comparisons, e.g. using topic, content, layout, illustrations
  • identify stories, lists, poems or songs when reading or listening to text read aloud
  • use texts purposefully, e.g. follow simple procedural texts, find basic information in texts, locate specific information from a known text, use a simple contents page and index to locate information
  • relate something learned from a text to own experience, e.g. by commenting or by identifying with the characters in a story
  • choose books to read that are appropriate and of interest.

Indicators of progress – Stage A2: linguistic structures and features

At the end of Stage A2, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

  • sequence a familiar text, e.g. narrative, recount, procedure, explanation
  • read frequently heard phrases fluently, e.g. ‘and then’, ‘and he said’
  • recognise familiar words in different contexts
  • sequence words or phrases in a familiar sentence
  • match a range of familiar spoken words with written words
  • recognise and name all letters of the alphabet
  • relate most letters of the alphabet to sounds
  • recognise some common syllables and patterns within words, e.g. in, on, ing
  • recognise some common prefixes and suffixes and how they change the meaning of words, e.g. un, -er
  • recognise rhyming words
  • recognise beginning, middle or final sounds in words
  • recognise the difference between upper and lower case letters
  • demonstrate that full stops and question marks break up text, e.g. pause appropriately when reading.

Indicators of progress – Stage A2: maintaining and negotiating communication

At the end of Stage A2, students may use the following strategies to assist them to read and comprehend texts:

  • draw upon experiences and oral repertoire to anticipate words or phrases
  • choose books that are appropriate and interesting by looking at cover, illustrations or amount of text
  • re-read well-known books and texts
  • sub-vocalise when reading silently
  • use picture cues when reading, e.g. pictures in narratives or in information texts
  • use a range of cues when reading, i.e. meaning, visual, structure
  • use developing knowledge of the patterns of English to predict some words or phrases
  • use knowledge of letters and sounds to read a new word or locate key words
  • read, modelling rhythm, intonation and pronunciation on the example of other readers
  • find words in a dictionary or from class word lists.