Middle/Upper Primary Years 3-6 - Reading Stage B2

Indicators of progress – Stage B2: texts and responses to texts

At the end of Stage B2, students can routinely read the following kinds of texts, and respond to them in the following ways:

  • read simple unfamiliar texts with support
  • make and substantiate predictions about likely events or sequences when reading or listening to a text read aloud
  • identify the main idea in a text, e.g. give a story title, match titles to videos/DVDs
  • gain information from illustrations, tables, maps, graphs, diagrams
  • express a personal response to a text or elements of a text, e.g. express a point of view about a character’s actions
  • identify and name major and minor characters in a narrative
  • express personal point of view about a character’s actions and speculate on own experience in a similar situation
  • describe the feelings of a character in simple terms
  • make comparisons with own country and cultures when reading, e.g. In my country …, When I ...
  • retell ideas and events from well-known texts or a text on a familiar topic
  • follow simple instructions and questions in printed or computer-generated texts, e.g. Fill the …, Measure the …, Record the …, How many …?
  • recall sequence of a narrative, process or recount.

Indicators of progress – Stage B2: cultural conventions of language use

At the end of Stage B2, students’ understanding of the contexts and purposes of the texts they read is shown when they:

  • recognise that texts have a structure, e.g. orientation, complication, resolution in a narrative text
  • recognise some features of common text types, e.g. through subject matter, layout of print, illustrations, computer icons
  • identify some of the differences between the various types of texts
  • make links between the purpose of a text and its organisation
  • make simple connections between text layout and text types
  • identify organisational features of non-fiction texts
  • follow text through a range of conventions of organisation/layout, e.g. paragraphs, chapters, captions, columns, web pages
  • identify stories, poems, reports when reading or listening to text read aloud, e.g. through rhythm or intonation, text structure.

Indicators of progress – Stage B2: linguistic structures and features

At the end of Stage B2, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

  • read fluently some common words or familiar phrases, e.g. next to the, she said
  • read texts that contain compound and complex sentences
  • follow simple time and logical relationships between events/ideas expressed by common cohesive devices, e.g. after that, because
  • follow pronoun references for people and things, e.g. The dogs … They
  • sequence sentences from known texts or a text on a familiar topic or experience
  • identify and name important features of text organisation, e.g. chapters/paragraphs, paragraphs/topic sentences, icons
  • modify intonation to differentiate questions, exclamations or dialogue.

Indicators of progress – Stage B2: maintaining and negotiating communication

At the end of Stage B2, students may use the following strategies to assist them to read and comprehend texts:

  • use knowledge of simple tense and negation to interpret meaning of written text
  • use knowledge of sentence structure to predict words or to self-correct
  • use knowledge of common letter-sound patterns to enhance fluency, e.g. ing, sh
  • identify fiction books from factual ones by looking at the cover, title and illustrations
  • assess readability of a new text by sampling, e.g. look at captions, diagrams, scan for known words
  • use diagrams, graphs, or pictures to help interpret meaning
  • slow down when reading an unfamiliar text, e.g. read word by word and clarify if meaning breaks down, by pausing, re-reading and/or reading on
  • locate information in texts using organisational features (such as headings or diagrams) with limited teacher support.