Level Descriptors Reading

Assessment and Progression in Reading Skills

Revised April 2007

Lancashire Primary Strategy: Literacy

Produced by the Lancashire Literacy Team

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Some ideas on how to use this booklet

This booklet has suggested guidelines for the guided reading sessions to help teacher monitor children’s progress

through National Curriculum levels and can help provide summative assessment. It is intended to give guidelines only

and can be used to inform future short term planning. It is a useful tool for target setting and plotting the progress of

groups of children. It would be recommended that reading and writing is linked and that the skills are not considered in

isolation.

The booklet contains level descriptors taken from the National Curriculum Levels.

Each level has been differentiated to give some guidelines for progress within each level.

The purpose of this is to help teachers in their target setting for groups of children.

Teachers can use the information to assess the reading level of groups of children and from this develop the next

targets on which to base their teaching.

The guided sessions can be used as a focus for this teaching, helping to move children through to the next level.

The information gained may also be used to inform shared reading and writing sessions.

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1. use a range of strategies, including accurate decoding of text, to read for meaning;

2. understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text;

3. deduce, infer or interpret information, events or ideas from texts

4. identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

5. explain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level

6. identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader

7. relate texts to their social, cultural and historical contexts and literacy traditions

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In the initial stages of reading children need to develop fluent and confident reading. Children will discuss the story / text at this level but the

teacher’s role will be to ensure the children can decode at speed, using a variety of strategies. At this stage the children will be expected to talk

about the text and show they understand what they read.

When fluent and confident reading is established the teacher will begin to focus more on developing the comprehension and higher order reading

skills. Initially some children find it difficult to express their opinions about text and may need some prompts to support their responses. These

prompts have been developed to encourage children in their responses and help them to develop their language skills.

The prompts can be used in a variety of ways. In the guided session the teacher may use the prompts to aid children in their responses. They may

be available on the table and children can choose one to help them respond to the text they have read. Sometimes the children may use them as

they read independently in the guided session and, as they read, the prompts aid their response as they read.

They may also be used in independent sessions to aid discussion between children or independent responses to texts. They may also form the

basis to reading journal work.

There are prompts for each year group. They are linked to the objectives for each term. Children working below the expected level for their age

may benefit from using those from a lower year group but the prompts often help children to respond at a level above their working level as they

can scaffold their responses well.

Prompts for Decoding Reading

I can blend the sounds in order through the word


I can look at the picture Read to the end – what fits

I can use letter sounds

Any words I know? said

like my

?


Think about the story

Leave a gap _________ and read on

Can I see any patterns?

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-ed

ight

When I am reading I can…

The progression of successful text reading through Key Stage 1

Band National Curriculum Level Colour Year R/P1 Year 1/P2 Year 2/P3 Year 3 P4

1 Working towards Level 1 PINK

2 Working towards Level 1 RED

3 Working within Level 1 YELLOW

4 Working within Level 1 BLUE

5 Working within Level 1 GREEN

6 Working towards Level 2 ORANGE

7 Working towards Level 2 TURQUOISE

8 Working within Level 2 PURPLE

9 Working within Level 2 GOLD

10 Working towards Level 3 WHITE

11 Working within Level 3 LIME

Majority of pupils secure at this level

Normal range of achievement

A wider range of achievement in text reading may well occur within a class. The challenge for schools is to make special provision for children falling above and below the ranges indicated, if necessary, on an individual basis.

Book Band Colours – Learning Opportunities

BAND 1 PINK

Working

towards L1

• Locate title • Open front cover • Turn the pages • Understand left page before right • Understand that print is read from left to right • Match spoken word to written word • Locate familiar words and use them to check own reading • Use meaning of text together with language patterns (syntax) • Predict storyline and some vocabulary, aided by the illustrations

BAND 6 ORANGE Working towards L2

• Get started on fiction after briefer introductions and without relying so heavily on illustrations

• Read longer phrases and more complex sentences • Attend to a greater range of punctuation and text layout • Cross-check information from meaning, syntax and print on the run • Search for and use familiar syllables within words to read longer words • Infer meaning from text • Check information in text with illustrations and comment on content • Begin to use appropriate terminology when discussing different types of

text

BAND 2

RED Working

towards L1

• Locate title • Locate and recall title • Consolidate secure control of 1:1 matching • Use known words to check and control reading • Start to read more rhythmically or use phrasing while maintaining track

of print • Repeat words, phrases or sentences to check, confirm or modify own

reading • Predict from meaning, syntax and print to solve new words

BAND 7 TURQUOISE Working towards L2

• Extract meaning from the text while reading with less dependence on illustrations

• Approach different genres with increasing flexibility • Use punctuation and text layout to read with a greater range of

expression and control • Sustain reading through longer sentence structures and paragraphs • Tackle a higher ratio of more complex words

BAND 3 YELLOW Working within L1

• Follow print with eyes, pointing only at points of difficulty • Take more note of punctuation • To support the use of grammar and oral language rhythms • Cross check all sources of information more quickly while reading • Note familiar words and letter clusters and use to get to unknown

words, e.g. look, took • Search for information in print to predict, confirm or attempt new words

while reading • Notice relationships between one text and another • Predict in more detail

BAND 8 PURPLE Working within L2c BAND 9 GOLD Working within L2b

• Look through a variety of texts with growing independence to predict content, layout and story development

• Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences

• Solve unfamiliar words on the run • Adapt to fiction, non-fiction or poetic language with growing flexibility • Take more conscious account of literary effects used by writers • Begin to make more conscious use of reading to extend speaking and

writing vocabulary and syntax

BAND 4 BLUE

Level 1

• Move through text attending to meaning, print and sentence structure flexibly

• Self-correct more rapidly on the run • Re-read to enhance phrasing and clarify precise meaning • Solve new words using print information along with attention to

meaning • Use analogy with known vocabulary to solve new words • Manage a greater variety of text types • Discuss content of the text in a manner which indicates precise

understanding

BAND 10 WHITE Working at L2a or towards L3

• Look through a variety of texts with growing independence to predict content, layout and story development

• Read silently most of the time • Sustain interest in longer text, returning to it easily after a break • Use text more fully as a reference and as a model • Search for, and find information in texts more flexibly • Notice the spelling of unfamiliar words and relate to known words • Show increased awareness of vocabulary and precise meaning • Express reasoned opinions about what is read and compare texts • Offer and discuss interpretations of text

BAND 5 GREEN Level 1

• Read fluently with attention to punctuation • Solve new words using print detail while attending to meaning and

syntax • Track visually additional lines of print without difficulty • Manage effectively a growing variety of texts • Discuss and interpret character and plot more fully

BAND 11 LIME Level 3

• Use experience of reading a variety of material to recognise text-type and predict layout and general content

• Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning

• Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc

• Sustain interest in longer texts, returning easily to them after a break • Make use of blurbs, chapter headings, glossaries, indexes and

procedural texts to search for and locate information quickly and accurately

• Take note and devise ways to remember the meaning and spelling of unfamiliar words

• Express reasoned opinions about what is read, and compare texts • Investigate and identify the styles and voice of a range of texts types

including plays, poetry, narrative, procedural and explanatory texts

Guided Reading Assessment and Progress Chart for teaching, monitoring and assessment

Teacher Notes: Columns are not necessarily completed at one session. Boxes can be ticked when behaviours are observed and teaching points noted. Behaviours should be observed more than once before you make the decision that they are secure.

Year:

Group:

Stepping Stone: Yellow

Names:

Enjoy rhyming and rhythmic activities

Distinguish one sound from another

Listen to and join in with stories and poems, one-to-one and also in small groups

Show interest in illustrations and print in book and print in the environment

Begin to be aware of the way stories are structured.



Year:

Group:

Stepping Stone: Blue

Names:

Show awareness of rhyme and alliteration

Recognise rhythm in spoken words

Have favourite books

Handle books carefully

Suggest how the story might end

Know information can be relayed in the form of print

Hold books the correct way up and turn pages

Understand the concept of a word



Year:

Group:

Stepping Stone: Green

Names:

Continue a rhyming string

Hear and say initial sounds in words and know which letters represent some of the sounds

Enjoy an increasing range of books

Begin to recognise some familiar words

Know that information can be retrieved from books and computers



Year:

Group:

Early Learning Goals

Names:

Hear and say sounds in words in the order in which they occur

Link sounds to letters, naming and sounding the letters of the alphabet

Explore and experiment with sounds, words and texts

Retell narratives in the correct sequence. Drawing on language patterns of stories

Read a range of familiar and common words and simple sentences independently

Know that print carries meaning and, in English, is read from left to right and top to bottom

Show an understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how



Year:

Group: Reading Level: WTL1: See Book Band 1: Pink

Names: Reading Behaviours

Differentiate between text and illustration.

AF1

Understands that print conveys meaning.

Holds a book correctly.

Recognise the front and back cover.

Has established left to right movement, top to bottom.

Understands that books/texts are created by writers

Recite rhymes and sing songs.

Enjoys sharing books with an adult.

AF2

Talk about stories.



Year:

Group: Reading Level: WTL1: See Book Band 2: Red


Tell a story from the pictures.

Describe pictures.

Is beginning to understand what a letter and a word are.

Name some letters.

Recognise some capitals and lower case letters.

AF1

Recognise own first name.

Turns the pages from front to back.

Sequence a simple story or event.

Use gesture and action to act out a story, event or rhyme.

Make predictions based on illustrations, story content and title.

AF2

Chooses to look at books.



Year:

Group:

Reading Level: 1c See Book Band 3: Yellow


Distinguish between a word, a letter and a space

Use picture clues to help in reading simple text Make 1 to 1 correspondence between written and spoken words

Blend phonemes to read CVC words Use phonic knowledge to attempt unknown words

AF1

Read, on sight, high frequency words from NLS appendix list 1

Listen attentively to a story at the appropriate interest level

Say how they feel about stories and poems Recall the main points of a recount in the correct sequence

Use the structure of a simple story when re-enacting and retelling

AF2

Talk about the themes of simple texts, e.g. good over evil

AF3

Use knowledge of simple sentences structures and repeated patterns to make predictions and check reading

Use the patterns and structures of text when retelling and reciting

AF4

Understand, and use correctly, terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line.

AF6

Return to favourite books, songs, rhyme to be re-read and enjoyed.



Year:

Group:

Reading Level: 1b See Book Band 4: Blue and 5: Green


Read on sight words from NLS appendix list 1

Recognise familiar words in simple texts

Blend phonemes to read CCVC and CVCC words

Continue to use phonic knowledge to attempt unknown words

AF1

Expect written text to make sense

Identify main events or key points in texts

AF2

Answer literal retrieval questions about the text

Make simple deductions with prompts and help from the teacher

AF3

Begin to make predictions about the characters.

Begin to talk about the differences between fiction and non-fiction

AF4

Identify print effects, e.g. bold, italic, capitalisation, etc.

AF

6 Choose and talk about a favourite book from a selection



Year:

Group:

Reading Level: 1a Refer to Book Band 6: Orange and 7: Turquoise



Blend and segment sounds in consonant clusters and use this knowledge in reading

AF1

Show awareness of the grammar of a sentence to help decipher new or unfamiliar words

Talk about the main events in a text

AF2

Pick out relevant information

AF3

Express opinions about main event and characters in stories. E.g. good and bad characters

Understand the difference between fiction and non-fiction

Understand the way that information texts are organised and use this when reading simple texts

AF4

Understand the sequence of a story

AF

6 Continue to choose and talk about a favourite book from a selection



Year:

Group:

Reading Level: 2c See Book Bands 8: Purple


Use a range of decoding strategies Blend and segment sounds in consonant clusters and long vowel phonemes and use this knowledge in reading


AF1

Use the grammar of a sentence to decipher new or unfamiliar words

Identify and discuss the main events or key points in a text

AF2

Locate specific information in the text to find answers to simple questions

Use an understanding of the story to make predictions

Relate story settings and incidents to own experience A

F3

Compare stories and identify common themes Identify and discuss the way information texts are organised and use this in reading simple texts

AF4

Discuss the structure of a narrative

AF6

Continue to choose and talk about a favourite book from a selection



Year:

Group:

Reading Level: 2b See Book Band 9: Gold


Read aloud with intonation and expression, taking account of the punctuation, e.g. speech marks and exclamation marks

Read on sight a range of high frequency words from NLS appendix 2

Identify syllables in order to read polysyllabic words

AF1

Blend and segment long vowel phonemes Make predictions using experience of reading books written by the same author or based on similar themes

Generate questions before reading and use bibliographic knowledge to help retrieve specific information

AF2

Use an understanding of the structure of non-chronological reports and explanations to make predictions

Go beyond own experience or general impression and refer to text to explain meaning

AF3

Make simple inferences about thoughts and feelings and reasons for actions Evaluate the usefulness of the information in a particular text for answering questions Understand how to use alphabetically ordered texts to retrieve information A

F4

Discuss and comment on the structure of a narrative

AF5

Identify how vocabulary choice affects meaning

AF6

Make choices about which texts to read based on prior reading experience and bibliographic knowledge



Year: Group: Reading Level: 2a See Book Band 10: White

Names:

Reading Behaviours

Recognise a range of prefixes and suffixes to construct the meanings of words in context

AF1

Read fluently with intonation, expression and regard for punctuation.

Retell a story clearly and with appropriate detail.

AF2

Extract information from the text and discuss orally with reference to the text.

Identify key themes and discuss reasons for events in stories.

Be aware of underlying themes and ideas within a text. A

F3

Begin to understand the effects of different words and phrases, e.g. to create humour, images and atmosphere

Make comparisons between books, noting similarities and difference, e.g. layout theme, characters and setting

AF4

Gain an overall impression of a text by making predictions about content/subject of a book by skim reading, title, contents, illustrations.

AF5

Identify and comment on vocabulary and literary features

AF6

Continue to make choices about which texts to read based on prior reading experience and bibliographic knowledge



Year:

Group:

Reading Level: 3c See Book Band 11: Lime


Read independently, using known strategies appropriately to establish meaning. Recognise the functions of punctuation including apostrophe for omission and use appropriate intonation and expression.

AF1

Recognise the full range of consonant diagraphs e.g. kn,wr,ph Show understanding of main points with reference to the text. Recognise the main differences between fiction and non-fiction texts. A

F2

Extract information from the text and make notes using quotation and reference to the text. Explore underlying themes and ideas make clear reference to the text. Make plausible predictions based on knowledge of the text Discuss the actions of the main characters and justify views using evidence from the text. A

F3

Summarise the main points from a passage or a text.

Identify the features of different text-types.

AF4

Understand the purpose of the paragraph.

AF5

Identify where language is used to create mood or build tension.



Year:

Group:

Reading Level: 3b


Read independently using a range of strategies

AF1

Understand how simple and complex sentences influence meaning. Identify and discuss issues locating evidence in the text.

AF2

Recognise the main differences between fiction and non-fiction texts. Identify the language used to create moods and build tension. Infer reasons for actions and events based on evidence from the text. A

F3

Continue to make plausible predictions based on knowledge of the text

Make use of non-fiction features to find information from the text.

Identify the features of different text-types. AF4

Understand how paragraphs are used to order and build up ideas.

AF5

Comment on the choice of language to create moods and build tension.

AF6

Evaluate specific texts with reference to text-types.



Year: Group: Reading Level: 3a


Read a range of appropriate texts fluently and accurately Re-read and read ahead to look for clues to determine meaning. A

F1

Use features to locate information. e.g. contents; indices; subheadings etc.

Justify predictions by referring to the text.

AF2

Locate information using skimming, scanning and text marking.

Distinguish between fact and opinion. Infer meaning using evidence from the text. Use clues from action, dialogue and description to establish meaning. A

F3

Make reasoned judgements on characters’ actions.

Identify features of different fiction genres.

AF4

Identify structures and grammatical features of non-fiction.

AF5

Comment upon the use of author’s language

AF6

Comments identify the author’s main purpose.



Year: Group: Reading Level: 4c

Names:

Reading Behaviours

Select and read a range of appropriate texts fluently and accurately

Use contextual knowledge to determine meaning.

Skim and scan to identify key ideas. Use knowledge of text structure to locate information. A

F1

Understand how the meaning of sentences is shaped by punctuation, word order or connectives.

Justify opinions and elaborate by referring to the text.

AF2

Show understanding of significant ideas, themes, events and characters. Empathise with different characters’ points of view. Infer meaning using evidence from the text and wider experiences.

AF3

Use clues from action, dialogue and description to interpret meaning. Identify features of different fiction genres.

AF4

Compare, contrast and evaluate different non-fiction texts.

Comment upon the use and effect of author’s language

AF5

Find and comment on examples of how authors express different moods, feelings and attitudes.

AF6

Expresses personal response with little awareness of the writers viewpoint or the effect on the reader



Year: Group: Reading Level: 4b


AF1

Use knowledge of word derivations and word formation to construct the meaning of words in context.

Refer to the text to support predictions and opinions.

AF2

Skim, scan and text-mark to research quickly and efficiently. Identify implicit and explicit points of view. Discuss messages, moods, feelings and attitudes using inference and deduction.

AF3

Identify key points when reading an appropriate text.

Recognise texts that contain features from more than one genre. e.g. persuasive playscript.

Identify genre-specific phrases.

Understand how paragraphs are linked.

AF4

Use structural and organisational features of a range of text-types to support understanding.

Identify and describe the styles of individual writers and poets.

Identify and comment on expressive, figurative and descriptive language to create effect in poetry and prose

AF5

Use language features of a range of non-fiction text-types to support understanding. Recognise ways in which writers present issues and points of view in fiction and non-fiction.

AF6

Comments show some awareness of the writer’s viewpoint.



Year:

Group:

Reading Level: 4a


AF1

Read fluently, using punctuation to establish meaning and inform intonation.

Secure use of skimming, scanning and text-marking so that research is fast and effective.

AF2

Refer to the text to support predictions and opinions (Point + Evidence)

Explain and comment on implicit and explicit points of view

AF3

Describe, with examples, how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes.

AF4

Use structural and organisational features of a range of text-types to sustain understanding over extended texts.

Identify the style of individual writers and poets and provide examples from a range of texts.

AF5

Use the language features of a range of non-fiction text-types to sustain understanding over extended texts.

AF6

Comments show an awareness of the writer’s viewpoint and respond to this by e.g. re-telling from a different point of view.



Year:

Group:

Reading Level: 5c


AF1

Use connectives as signposts to indicate a change of tone.

Use the skills of skimming, scanning and text-marking to identify the gist.

AF2

Refer to the text to support predictions and opinions (Point + Evidence + Explanation) Compare and contrast implicit and explicit points of view.

AF3

Analyse how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes.

Explain the structural devices the author has used to organise the text.

AF4

Comment on the genre-specific language features the author has used to convey information in a non-fiction text.

Compare and contrast the styles of individual writers and poets providing examples.

AF5

Analyse how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes.

The writer’s main purpose is clearly identified through a general overview.

AF6

Comments on the overall impact of poetry and prose with reference to features, e.g. development of themes.

Identify the key features of a range of texts. Identify different character types across a range of texts.

AF7

Identify themes across a range of texts. (Social, cultural and historical)



Year:

Group:

Reading Level: 5b


Use the skills of skimming, scanning and text-marking to identify key ideas.

AF2

Explore the text to support and justify predictions and opinions (Point + Evidence + Explanation + Evaluation)

AF3

Identify the techniques the author has used to create moods, feelings, messages and attitudes

Comment on the structural choices the author has made when organising the text.

AF4

Comment and compare the language choices the author has made to convey information over a range of non-fiction texts.

AF5

Compare, contrast and explore the styles of writers and poets, providing evidence and explanations.

The viewpoint in the text clearly identified with some, often limited explanation.

AF6

Declare and justify personal preferences for writers and types of text. Explain the key features, themes and characters across a range of texts. Explain character profiles over a range of texts. A

F7

Explain themes over a range of texts. (Social, cultural and historical)



Year:

Group:

Reading Level: 5a


AF2

Retrieve and collate key ideas from a range of sources.

AF3

Identify and evaluate the techniques the author has used to create moods, feelings, messages and attitudes.

Explore how the structural choices support the writer’s theme and purpose.

AF4

Explore how the language choices support the writer’s theme and purpose in non-fiction texts.

Describe and evaluate the styles of individual writers and poets, providing evidence and justifying interpretations.

AF5

Identify and discuss irony and its effect. Have a general awareness of the effect of text with some explanation.

AF6

Articulate personal responses to literature, identifying how and why the texts affects the reader.

Compare and contrast the key features of a range of appropriate texts. Compare and contrast characters across a range of appropriate texts.

AF7

Compare and contrast themes across a range of appropriate texts. (Social, cultural and historical)



Year:

Group:

Reading Level: P5


Begin to recognise familiar objects/signs/ symbols.

Identifies meaning from objects/symbols.

Derives some meaning from text/symbols/ signs represented in a familiar way.

Sear

chlig

hts

Uses pictorial cues when sharing a book or ‘reading’, e.g. points to a picture and uses this to re-tell part of the story.

Res

pons

e Responds to questions about familiar text showing curiosity about the content at a simpler level.



Year:

Group:

Reading Level: P6


Can select and recognise own name.

Can select and recognise key words and objects in school home context.

Anticipates words, signs or symbols in a familiar story.

Sear

chlig

hts

Recognises when a significant word, sign or symbol is omitted from a familiar story.

Res

pons

e

Aware of the sequence of a familiar story.



Year:

Group:

Reading Level: P7


Begins to choose and share books.

Und

erst

andi

ng o

f prin

t

Begins to understand the convention of print.

Can distinguish between print and pictures in text.

Is able to predict words, symbols or signs and/or phrases in a familiar text.

Sear

chlig

hts

Can recognise some words by shape or sound.



Year:

Group:

Reading Level: P8


Und

erst

andi

ng

ofpr

int

Looks at book and turns pages recognising direction of print.

Is focused on expressing the meaning of a story rather than reading the words accurately.

Demonstrates some knowledge of letter sound relationship, i.e. the sound represented by the initial and most salient letters in words.

Can recognise some familiar words/symbols/ signs. Se

arch

light

s

Recognises letters of the alphabet by shape and sound and can name them.

Documents

Level Descriptors Reading