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.