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

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

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

  • read simple, familiar texts with assistance, e.g. The book is red. The book is green
  • read some environmental print, e.g. words, signs, letters, numbers
  • read own writing or text written by a teacher
  • gain information from simple illustrations with teacher direction and support
  • read some familiar words in different contexts, e.g. recognise a friend’s name on a birthday calendar
  • read a short text learned independently, e.g. rhyme, song, repetitive texts
  • join in with key repetitive phrases or choruses in shared reading activities
  • complete activities around class texts, e.g. sequence pictures in order
  • respond to and engage in an increasing range of texts about familiar and new content, e.g. enjoyment, through drawing.

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

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

  • show awareness that texts (books, illustrations, class writing etc.) carry meaning e.g. weekend diary writing
  • understand that printed words contain a consistent message
  • begin to understand the information that is given in titles and headings, and that illustrations and diagrams also provide information
  • identify a familiar text that tells a story or gives information, e.g. diary writing vs. traditional tales
  • show awareness of the purpose of some environmental print, e.g. classroom charts, stop signs
  • recognise some personally significant words in context e.g. names
  • show an interest in books, focusing on illustrations
  • show an interest in borrowing books
  • need explicit instruction and more time to make links between letters and sounds
  • handle and look after books appropriately.

Indicators of progress – Stage BL: linguistic structures and features

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

  • are able to distinguish Roman script from non-Roman script
  • show reading like behaviour, e.g. tracking with finger, turn pages
  • show awareness of directionality of reading in English
  • show awareness that words are separated by spaces, e.g. count words, point to words while reading
  • recognise and name some letters of the alphabet
  • relate some letters and letter groups to sounds
  • identify common letters consistently, e.g. point to all the ‘t’s in a sentence
  • understand some basic conventions of book layout, e.g. the role of illustrations, titles, headings, diagrams
  • recognise some common words or phrases, e.g. from charts, labels, books
  • locate a word beginning with a particular letter
  • recognise the function of capital letters and full stops, e.g. count sentences
  • distinguish between text and illustrations 

Indicators of progress – Stage BL: maintaining and negotiating communication

At the end of Stage BL, 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.