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1st Cluster (Best Start Level 0)

RES1.5 RES1.6 RES1.8 Attempts to read words in the environment, e.g. billboards, signs.

2nd Cluster (Best Start Level 1)

RES1.5 RES1.6 Reads one or two words in environmental print/texts.

3rd Cluster (Best Start Level 2)

RES1.5 RES1.6 Reads one or more sentences correctly in environmental print/texts.

4th Cluster (Best Start Level 3)

RES1.5 RES1.6

5th Cluster
TS1.2 RS1.5 RS1.6 RS1.7

6th Cluster
RS1.5 RS1.6 RS1.8

7th Cluster
RS1.5 RS1.6 RS1.7

8th Cluster
RS1.5 RS1.6 RS1.7

9th Cluster Mid Stage 2 Year 3

RS2.5 RS2.6 RS2.7

10th Cluster End Stage 2 Year 4

RS2.5 RS2.6 RS2.7

11th Cluster Mid Stage 3 Year 5

RS3.5 RS3.6 RS3.7 Confidently engages with a wide range of authentic texts, e.g. newspapers, TV documentaries, websites and chooses reading pathways appropriate to the purpose for reading/viewing Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose.. Uses texts navigation skills, such as skimming & scanning, to efficiently locate specific information in literary, factual and electronic texts.

12th Cluster End Stage 3 Year 6

RS3.5 RS3.6 RS3.7 Reads, views and uses a wide variety of literary, factual and electronic texts, including multimodal texts with increasing autonomy, e.g. extended novels and information texts, video documentaries, multimedia and performance texts, graphic material, hypertext.

13th Cluster Mid Stage 4 Year 7

Applies knowledge of subject content and a comprehensive understanding of the required task to select texts at their reading level appropriate for the purpose.

Environmental Print Sources 9th - 12th Cluster

Book Handling Pathways 9th - 12th

Engages in shared reading of familiar texts with repeated language patterns.

Holds a book the right way up.

Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions

Uses screen features (navigation bar, hyperlinks, etc) when reading and viewing Internet texts.

Chooses a reading path appropriate to the text (literary, factual, electronic) & begins to manipulate multimodal texts to achieve a specific purpose

Identify Words Metalanguage

9th - 12th Cluster

Enjoys looking at picture story books.

Identifies writing. Reads some words in a sentence correctly.

Reads words using known letter/sound relationships.

Reads all or most of a more challenging story book.

Knows that literary, factual and screen texts need to be read in different ways.

Reads texts in different ways to meet a range of reading purposes.

Uses topic knowledge, vocabulary and context to read unknown works when engaging with subject texts. Reads for sustained periods (15-20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. Makes use of visual representations, e.g. photographs, tables, charts to enhance meaning when reading factual texts Demonstrates an awareness of how to use skimming and scanning & text features, such as subheadings, to locate specific information. Selects and uses the most effective word identification strategy to maintain fluency and meaning. Uses more sophisticated word identification strategies to maintain word and sentence fluency and create meaning, e.g. use of homonym, chunking, analogy. . Reads short novels with minimal illustration, unfamiliar content, settings and characters and challenging and unusual vocabulary. Is meaning-focused and adjusts rate of reading to suit text complexity and reading purpose Reads for sustained periods (20-30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and attends to most important information.

Confidently adjusts the chosen reading/viewing pathway to achieve the intended purpose when searching for information in literary, factual, electronic/multimodal texts. Reads more demanding subject texts that have increasing levels of technicality and abstraction. Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning. Monitors reading for accuracy and meaning by selecting and using appropriate higher order word identification skills, such as knowledge of word origins, syllabification or chunking.

Applies multiple reading pathways across a range of complex texts to locate and assemble information, e.g. using search engines to gather information. Applies technical vocabulary and content knowledge to create meaning when reading subject texts that feature mixed text forms. Reads for sustained periods (30+ minutes) and sustains meaning in longer novels over time or across a variety of texts on a single topic over several days. Selects reading strategies appropriate to subject content and purpose, e.g. slows rate to accommodate new concepts, speeds up reading through known concepts.

Sustained Reading

Reads own name.

Points to words using one-to-one correspondence when reading.

Reads one or more sentences correctly in a picture story book

Reads texts with varied and longer sentence patterns and several lines of text per page.

Understands that pathways for reading literary, factual and screen texts can be navigated in different ways. Self-corrects when meaning is disrupted, e.g. by pausing, repeating words and phrases, rereading and reading on. Responds to punctuation and adjusts expression to enhance meaning when reading aloud. Understands how to read text features such as illustrations, diagrams, tables, maps and graphs to enhance meaning.

Engages with both literary and factual texts of increasing length and difficulty for longer periods of time (at least 10 minutes). Independently monitors own reading by using a variety of self-correction strategies to maintain meaning.

Gaining and Retaining Meaning

Reads some high frequency words correctly in simple, predictable texts, e.g. my, I.

Reads a number of easy texts with an increasing number of high frequency words and illustrations that provide high support. Uses context to predict meaning in texts and supplement decoding attempts.

Pauses or hesitates when meaning is disrupted when reading.

Recognises when meaning is disrupted and attempts to selfcorrect when reading

Fluency/ R.R. Level

Unable to read any words in a sentence correctly. (RR Level 0-1)

Begins to read with fluency and rhythm when text and image placement are consistent.

Begins to develop fluency and understanding by revisiting familiar texts.

Maintains fluency when reading texts with varied and irregular text and image placement. Reads aloud with increasingly appropriate pitch, intonation and fluency (RR level 5-8)

Demonstrates increased fluency by recognising and decoding words automatically when reading familiar texts. Reads fluently and accurately with attention to punctuation.

Reads aloud with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression (RR Level 16-18).

Automatically integrates a range of information, e.g. meaning, grammar and letter/sound relationships to read in a phrased and fluent way.