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.