Secondary Years 7 -10 - Reading Stage S1

Indicators of progress – Stage S1: Texts and responses to texts

At the end of Stage S1, students can routinely read the following kinds of texts, and respond to them in the following ways:

  • retell ideas from short familiar factual or fictional texts
  • recall sequence of key events in narratives, recounts and other texts
  • understand common familiar signs and labels in the classroom and school environment
  • extract specific information from simple charts, tables or maps
  • find directly stated information in text or illustration
  • give a personal response to a short familiar text
  • demonstrate understanding of texts by, e.g. answering simple questions, indicating true/false statements, sequencing information
  • answer literal comprehension questions based on simple factual or fictional texts
  • answer basic interpretive comprehension based on simple factual or fictional texts
  • read with understanding a range of simple texts based on predictable language structures and vocabulary
  • follow simple written texts while listening to them read aloud at a moderate pace
  • demonstrate understanding by performing task, e.g. follow written instructions
  • read aloud unfamiliar texts of an appropriate level, e.g. graded novels
  • attempt to read aloud fluently familiar texts, e.g. short teacher developed texts and basic published texts that have been introduced in class
  • read fluently basic vocabulary or phrases, or those learnt in spoken contexts with comprehensible pronunciation
  • read structures which have been practised orally.

Indicators of progress – Stage S1: Cultural conventions of language use

At the end of Stage S1, students’ understanding of the contexts and purposes of the texts they read is shown when they:

  • identify the basic purposes and likely audiences of different text types, e.g. magazines, books, comics
  • gain meaning using headings, captions or illustrations in short, simple texts
  • draw on background or content knowledge to perform text-related tasks, e.g. sequencing activity matching sentences to visuals
  • use background knowledge to predict the content of a text, e.g. examining front cover
  • discuss the relationship of texts read and viewed to previous experience and culture
  • identify purpose of task in written instructions, eg. show maths formula, answer questions, write paragraphs.

Indicators of progress – Stage S1: Linguistic structures and features

At the end of Stage S1, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

  • show an understanding of sentences which use basic subject–verb–object sentence patterns
  • recognise basic word order in sentences
  • identify the referents of some simple cohesive devices, e.g. this, that, those
  • show an understanding of the function of basic coordinating and subordinating conjunctions, e.g. and, but, within or between sentences 
  • recognise and follow common imperatives
  • recognise paragraphs in texts
  • follow simple time sequencing and recognise time adverbials
  • show an understanding of simple punctuation, e.g. pause appropriately at full stops and commas.

Indicators of progress – Stage S1: Maintaining and negotiating communication

At the end of Stage S1, students may use the following strategies to assist them to read and comprehend texts:

  • imitate modelled pronunciation/stress and intonation when reading aloud
  • use a text title or supporting picture to suggest the content of a text
  • attempt to pronounce new words when reading aloud, using basic understanding of the letter–sound relationships of English
  • use key words to understand the gist of short texts
  • use knowledge of the text to predict events, phrases and words and so gain meaning from the text
  • use knowledge of the patterns in oral and written language to predict the text
  • use knowledge of what words/letters sound like to predict the meaning of the text
  • draw on support in the classroom environment as well as a bilingual dictionary to translate the meaning of unfamiliar words
  • identify key vocabulary in instructions
  • use classroom visuals, e.g. signs/labels/charts/maps
  • use visual support to interpret meaning, e.g. charts, diagrams, illustrations.