Secondary Years 7-10 - Reading Stage SL

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

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

  • recognise beginnings and endings of familiar texts
  • join in with shared reading activities, e.g. group reading, ‘read’ back shared material the teacher has scribed
  • read short learnt texts, e.g. a rhyme, song, repetitive texts
  • read some familiar words in different contexts, e.g. recognise friends’ names on worksheets or belongings
  • understand short non-complex text types for a range of everyday purposes relying on considerable contextual support
  • recognise environmental print, e.g. words, logos, signs, letters, numbers
  • gain information from illustrations
  • match familiar written words with pictures, and spoken words with written words
  • understand the connection between simple written text and a diagram or illustration
  • demonstrate basic map reading skills, e.g. locate Australia and own country on world map
  • read aloud from simple, familiar texts
  • make predictions about the text, e.g. from the title, pictures, diagrams etc.
  • give a personal response to a text, e.g. draw characters from a story, show enjoyment
  • find information in the text, i.e. locate specific information
  • complete simple activities around the text, e.g. sequence a series of pictures, draw characters, classify/group words
  • respond to questions about a familiar text
  • with support, interpret the demands of simple task instruction and questions
  • show interest in books, e.g. enjoy library sessions and actively seek books to borrow.

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

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

  • show understanding of some basic conventions of book layout, e.g. indicate that illustrations or diagrams relate to text, understand books have titles, etc.
  • understand the direction of English text, i.e find the beginning and end of a book, hold it the right way up and track words from left to right, turn pages one at a time, from left to right
  • begin to select texts that are appropriate for level, i.e. use pictures, title, size of text, and length of text to make choice
  • use information presented in a graph or table, e.g. read simple timetables
  • understand basic maps
  • show basic understanding of differences between fiction and non-fiction texts, e.g. can distinguish between a story about personal experience and a narrative through purpose, topic and layout
  • begin to understand the conventions of reading text on a computer screen, e.g. scroll down, zoom
  • show awareness that texts, illustrations and class-produced texts are created by people to share a message
  • show understanding that print contains a consistent message, e.g. recognise beginnings and endings of familiar texts.

Indicators of progress – Stage SL: Linguistic structures and features

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

  • recognise the upper and lower case letters of the Roman alphabet
  • name most letters of the alphabet
  • relate most letters of the alphabet to sounds
  • recognise some common letter combinations, e.g. ch, sh, -at, -er, -ing
  • recognise that words are separated by spaces
  • recognise some familiar words or phrases, e.g. from charts, labels, books and posters
  • read a range of high frequency sight words
  • match some familiar spoken words with written words
  • group familiar words according to their meaning/subject matter, e.g. classifying/sorting activities, thinking about similarities and differences
  • sequence words to make simple familiar sentences
  • identify beginning and end of sentences, e.g. recognise full stops and capital letters
  • read sentence structures which have been practised orally
  • understand common personal pronouns and simple time markers, e.g. I, you, he she, it, we, they, and time markers such as ‘today’, ‘yesterday’
  • interpret basic punctuation when reading aloud, e.g. full stops, question marks
  • identify initial letter in words to sequence in alphabetical order, e.g. can order a set of flashcards based on initial letter
  • locate letters on a keyboard
  • locate and use frequently used functions on the computer menu bar, e.g. file.

Indicators of progress – Stage SL: Maintaining and negotiating communication

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

  • sub-vocalise, i.e. read aloud quietly/whisper, when reading a text or when the teacher is modelling a text
  • read with or slightly after the teacher
  • model the teacher’s intonation patterns, e.g. when reading a well-known text
  • use knowledge of patterns of oral language, e.g. from chants, songs and texts with repetitive structures
  • listen for key words in a shared reading text, e.g. names of characters
  • scan classroom posters, charts and texts to identify words to use in new contexts
  • attempt new words based on initial letter, e.g. b for book
  • reread memorised material, e.g. a rhyme, song, repetitive texts
  • track text with finger
  • use ‘look, say, cover, write, check’ strategy for learning spelling
  • use pictures to assist understanding
  • use intonation, repetition and illustrations to enhance understanding of texts
  • use illustrations and other visual support to predict the content of the text
  • use knowledge of the shape and sounds of words to read text
  • follow simple procedural instructions with visual cues
  • use knowledge of sight vocabulary
  • rely on teacher’s reading and interpretation of texts as a model for own response and understanding
  • read aloud from familiar texts
  • use picture dictionary to find unknown words.