Middle/Upper Primary Years 3-6 - Reading Stage B1
Indicators of progress – Stage B1: texts and responses to texts
At the end of Stage B1, students can routinely read the following kinds of texts, and respond to them in the following ways:
- read independently simple familiar texts and respond appropriately, e.g. talk about a favourite page, indicate name of characters, describe an incident
- read some previously encountered words and phrases in new contexts, e.g. words from high frequency word list, sentence starters such as ‘Once upon a time …’, ‘Today is …’
- make predictions when reading a simple well illustrated text, e.g. using picture cues, letter/sound cues
- gain some information from illustrations, tables, simple maps, diagrams, graphs
- recognise and gain meaning from short texts, i.e. familiar words and chunks of text in English, using visual clues, e.g. whole word shape, picture clues, recent experiences
- complete simple tasks to show understanding of text, e.g. recall information
- identify main character/s in a narrative
- simply describe the setting of a narrative
- respond appropriately to simple written directions and well-known texts through tasks such as performing actions or drama; answering simple questions; drawing; making links with parts of text; distinguishing yes/no; recalling ideas; sequencing; arranging pictures, words/phrases.
Indicators of progress – Stage B1: cultural conventions of language use
At the end of Stage B1, students’ understanding of the contexts and purposes of the texts they read is shown when they:
- identify basic purposes and likely audiences of different text types, e.g. newspapers, books, catalogues, answer simple questions like ‘is this for children?’
- understand that people read texts for a variety of purposes
- gain information when listening to or reading new texts
- match familiar spoken words with written words
- identify the difference between factual and fictional texts, e.g. through language, layout or topic
- locate specific information in a shared reading text.
Indicators of progress – Stage B1: linguistic structures and features
At the end of Stage B1, students’ understanding of the linguistic structures and features of the texts they read is shown when they:
- identify repetitive words and letter patterns in sentences/phrases
- recognise the difference between English texts and texts in other languages
- read sentences that use basic subject, verb, object patterns, where content and vocabulary are familiar, e.g. ‘The dog ate the bone’.
- use some of the terminology of reading, e.g. author, title, letter, word, sentence
- imitate the teacher’s model when reading familiar texts aloud, e.g. use similar emphasis, intonation and repetition
- recognise function of and use capital letters and full stops, e.g. pausing at a full stop when reading
- recreate a cut-up text in sequence
- use knowledge of base words to read new forms, e.g. walk, walked, walks, etc.
- sort and organise simple sentences under headings.
Indicators of progress – Stage B1: maintaining and negotiating communication
At the end of Stage B1, students may use the following strategies to assist them to read and comprehend texts:
- select suitable books to read, e.g. on basis of familiar English content, illustrations, size, amount of print and layout
- use key words to understand texts read or listened to
- use text organisational features to find some information in texts, e.g. headings, labels, diagrams, contents, etc. with teacher support
- re-read familiar texts to increase accuracy and fluency and to enhance understanding
- use some word attack skills to decode, e.g. initial letters, common letter patterns
- build a sight vocab which draws on words of interest, topic words etc.
- attempt to self correct.