Lancashire Primary Strategy: Literacy

Assessment and Progression

in Reading Skills
Revised February 2009

Produced by the Lancashire Literacy Team

ASSESSMENT AND PROGRESSION IN READING SKILLS

Some ideas on how to use this booklet

This booklet has suggested guidelines for the guided reading sessions to help teacher monitor childrens 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.

Reading Assessment Focus

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 writers use of language, including grammatical and literacy features at word and sentence level

6.

identify and comment on writers 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

Reading Prompts

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
teachers 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

Prompts for Decoding Reading

I can look at the picture

Read to the end what fits

said

I can use letter sounds

Any words I know?

like
my

Prompts for Decoding Reading

ing

Think about the story

Can I see any patterns?

Leave a gap _________ and read on

When I am reading I can

-ed
ight

The progression of successful text reading through Key Stage 1

Band

National
Curriculum Level

Colour

Working towards
Level 1

PINK

Working towards
Level 1

RED

Working within
Level 1

YELLOW

Working within
Level 1

BLUE

Working within
Level 1

GREEN

Working towards
Level 2

ORANGE

Working towards
Level 2

TURQUOISE

Working within
Level 2

PURPLE

Working within
Level 2

GOLD

10

Working towards
Level 3

WHITE

11

Working within
Level 3

LIME

Year R/P1

Year 1/P2

Year 2/P3

Year 3 P4

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

BAND 2
RED
Working
towards L1

BAND 3
YELLOW
Working
within 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

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
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
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
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 4
BLUE
Level 1

BAND 5
GREEN
Level 1

BAND 6
ORANGE
Working towards
L2

BAND 7
TURQUOISE
Working towards
L2

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

BAND 10
WHITE
Working at L2a
or towards L3

BAND 11
LIME
Level 3

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
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

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
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
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

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

22 - 36
months

Names:
Distinguish one sound from
another.
LINKING
SOUNDS
AND
LETTERS

READING

Show interest in play with sounds,

songs and rhymes.
Repeat words or phrases from
familiar stories.
Have some favourite stories,
rhymes, songs, poems or jingles.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

30 - 50
months

LINKING
SOUNDS AND
LETTERS

Names:
Enjoy rhyming and rhythmic activities.
Show awareness of rhyme and
alliteration.
Recognise rhythm in spoken words.
Listen to and join in with stories and
poems, one-to-one and also.
Begin to be aware of the way stories
are structured.
READING

Suggest how the story might end.

Show interest in illustrations and print
in books and print in the environment.
Handle books carefully.
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.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

40 60
months

READING

LINKING
SOUNDS AND
LETTERS

Names:
Continue a rhyming string.
Hear and say the initial
sound in words and know
which letters represent
some of the sounds.
Enjoy an increasing range
of books.
Know that information can
be retrieved from books
and computers.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Year:

Group:

Early Learning Goals

LINKING SOUNDS
AND LETTERS

Names:
Hear and say sounds in words in the
order which they occur.
Link sounds to letters, naming and
sounding the letters of the alphabet.
Use their phonic knowledge to write
simple regular words and make
phonetically plausible attempts at more
complex words.
Explore and experiment with sounds,
words and texts.
Use language to imagine and recreate
roles and experiences.

READING

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.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Behaviours

Reading Level:

WTL1:

See Book Band 1: Pink

Names:

AF1

Differentiate between text and illustration.

Understands that print conveys meaning.

Holds a book correctly.

Recognise the front and back cover.

AF2

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.

Talk about stories.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Behaviours

Reading Level:

WTL1: See Book Band 2: Red

Names:

Tell a story from the pictures.

AF1

Describe pictures.
Is beginning to understand what a letter and a
word are.
Name some letters.
Recognise some capitals and lower case
letters.
Recognise own first name.
Turns the pages from front to back.

AF2

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.
Chooses to look at books.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Group:

Year:

AF6

AF4

AF3

AF2

AF1

Reading Behaviours

Reading Level:

1c

See Book Band 3: Yellow

Names:

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
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 reenacting and retelling
Talk about the themes of simple texts, e.g.
good over evil
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
Understand, and use correctly, terms referring
to conventions of print: book, cover, beginning,
end, page, word, letter, line.
Return to favourite books, songs, rhyme to be
re-read and enjoyed.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Behaviours

Reading Level:

1b

See Book Band 4: Blue and 5: Green

Names:

Read on sight words from NLS appendix

list 1

AF1

Recognise familiar words in simple texts

Blend phonemes to read CCVC and
CVCC words
Continue to use phonic knowledge to
attempt unknown words

AF2

Expect written text to make sense

Identify main events or key points in texts
Answer literal retrieval questions about
the text

AF 6

AF4

AF3

Make simple deductions with prompts

and help from the teacher
Begin to make predictions about the
characters.
Begin to talk about the differences
between fiction and non-fiction
Identify print effects, e.g. bold, italic,
capitalisation, etc.
Choose and talk about a favourite book
from a selection

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Behaviours

Reading Level:

1a

Refer to Book Band 6: Orange

and 7: Turquoise

Names:

AF1

Read on sight words from NLS appendix list

1
Blend and segment sounds in consonant
clusters and use this knowledge in reading

AF2

Show awareness of the grammar of a

sentence to help decipher new or unfamiliar
words
Talk about the main events in a text

AF3

Pick out relevant information

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

AF4

Understand the difference between fiction

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

AF 6

Understand the sequence of a story

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

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

2c

See Book Bands 8: Purple

Names:
Reading Behaviours

AF1

Use a range of decoding strategies

Blend and segment sounds in consonant
clusters and long vowel phonemes and use
this knowledge in reading
Read on sight words from NLS appendix list 1

AF2

Use the grammar of a sentence to decipher

new or unfamiliar words
Identify and discuss the main events or key
points in a text
Locate specific information in the text to find
answers to simple questions

AF3

Use an understanding of the story to make

predictions
Relate story settings and incidents to own
experience

AF4

Compare stories and identify common themes

Identify and discuss the way information texts
are organised and use this in reading simple
texts

AF6

Discuss the structure of a narrative

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

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Year:

Group:

Reading Behaviours

Reading Level:

2b

See Book Band 9: Gold

Names:

AF1

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

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
Use an understanding of the structure of nonchronological reports and explanations to make
predictions
Go beyond own experience or general
impression and refer to text to explain meaning

AF4

Evaluate the usefulness of the information in a

particular text for answering questions
Understand how to use alphabetically ordered
texts to retrieve information
Discuss and comment on the structure of a
narrative

AF5

Make simple inferences about thoughts and

feelings and reasons for actions

Identify how vocabulary choice affects meaning

AF6

AF3

AF2

Blend and segment long vowel phonemes

Make choices about which texts to read based

on prior reading experience and bibliographic
knowledge

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

2a

See Book Band 10: White

Names:

AF2

AF1

Reading Behaviours
Recognise a range of prefixes and suffixes to
construct the meanings of words in context
Read fluently with intonation, expression and regard
for punctuation.
Retell a story clearly and with appropriate detail.
Extract information from the text and discuss orally
with reference to the text.

AF3

Identify key themes and discuss reasons for events in

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

Make comparisons between books, noting similarities

and difference, e.g. layout theme, characters and
setting

AF5

Gain an overall impression of a text by making

predictions about content/subject of a book by skim
reading, title, contents, illustrations.
Identify and comment on vocabulary and literary
features

AF6

AF4

Begin to understand the effects of different words and

phrases, e.g. to create humour, images and
atmosphere

Continue to make choices about which texts to read

based on prior reading experience and bibliographic
knowledge

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

3c

See Book Band 11: Lime

Names:

AF1

Reading Behaviours
Read independently, using known strategies
appropriately to establish meaning.
Recognise the functions of punctuation including
apostrophe for omission and use appropriate
intonation and expression.
Recognise the full range of consonant diagraphs
e.g. kn,wr,ph

AF2

Show understanding of main points with reference

to the text.
Recognise the main differences between fiction
and non-fiction texts.

AF3

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.

AF4

Summarise the main points from a passage or a

text.
Identify the features of different text-types.

AF5

Understand the purpose of the paragraph.

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

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

3b

Names:

AF2

AF1

Reading Behaviours

Read independently using a range of strategies

Understand how simple and complex sentences
influence meaning.
Identify and discuss issues locating evidence in
the text.
Recognise the main differences between fiction
and non-fiction texts.

AF3

Identify the language used to create moods and

build tension.
Infer reasons for actions and events based on
evidence from the text.
Continue to make plausible predictions based on
knowledge of the text

AF4

Make use of non-fiction features to find

information from the text.
Identify the features of different text-types.

AF5

Comment on the choice of language to create

moods and build tension.

AF6

Understand how paragraphs are used to order

and build up ideas.

Evaluate specific texts with reference to texttypes.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

3a

Names:
Reading Behaviours

AF1

Read a range of appropriate texts fluently and

accurately
Re-read and read ahead to look for clues to
determine meaning.

AF2

Use features to locate information. e.g. contents;

indices; subheadings etc.
Justify predictions by referring to the text.
Locate information using skimming, scanning and
text marking.

AF3

Distinguish between fact and opinion.

Infer meaning using evidence from the text.
Use clues from action, dialogue and description to
establish meaning.

Identify features of different fiction genres.

AF5

Identify structures and grammatical features of

non-fiction.
Comment upon the use of authors language

AF6

AF4

Make reasoned judgements on characters

actions.

Comments identify the authors main purpose.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Year:

Group:

Reading Level:

4c

Names:
Reading Behaviours
Select and read a range of appropriate texts
fluently and accurately

AF6

AF5

AF4

AF3

AF2

AF1

Use contextual knowledge to determine meaning.

Skim and scan to identify key ideas.
Use knowledge of text structure to locate
information.
Understand how the meaning of sentences is
shaped by punctuation, word order or
connectives.
Justify opinions and elaborate by referring to the
text.
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.
Use clues from action, dialogue and description to
interpret meaning.
Identify features of different fiction genres.
Compare, contrast and evaluate different nonfiction texts.
Comment upon the use and effect of authors
language
Find and comment on examples of how authors
express different moods, feelings and attitudes.
Expresses personal response with little
awareness of the writers viewpoint or the effect on
the reader

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Year:

Group:

Reading Level:

4b

Names:

AF3

AF2

AF1

Reading Behaviours
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.
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.
Identify key points when reading an appropriate
text.

AF4

Recognise texts that contain features from

more than one genre. e.g. persuasive
playscript.
Identify genre-specific phrases.
Understand how paragraphs are linked.
Use structural and organisational features of a
range of text-types to support understanding.

AF6

AF5

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
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.
Comments show some awareness of the
writers viewpoint.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

4a

Names:

AF6

AF5

AF4

AF3

AF2

AF1

Reading Behaviours
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.
Refer to the text to support predictions
and opinions (Point + Evidence)
Explain and comment on implicit and
explicit points of view
Describe, with examples, how the author
has chosen a range of vocabulary to
convey different messages, moods,
feelings and attitudes.
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.
Use the language features of a range of
non-fiction text-types to sustain
understanding over extended texts.
Comments show an awareness of the
writers viewpoint and respond to this by
e.g. re-telling from a different point of
view.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Year:

Group:

Reading Level:

5c

Names:

AF1

Use connectives as signposts to indicate a

change of tone.

AF2

Reading Behaviours

Use the skills of skimming, scanning and

text-marking to identify the gist.
Refer to the text to support predictions and
opinions (Point + Evidence + Explanation)

AF6

AF5

AF4

AF3

Compare and contrast implicit and explicit

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

The writers main purpose is clearly

identified through a general overview.
Comments on the overall impact of poetry
and prose with reference to features, e.g.
development of themes.

AF7

Identify the key features of a range of texts.

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

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Year:

Group:

Reading Level:

5b

Names:

AF3

AF2

Reading Behaviours

Use the skills of skimming, scanning and

text-marking to identify key ideas.
Explore the text to support and justify
predictions and opinions (Point + Evidence
+ Explanation + Evaluation)
Identify the techniques the author has used
to create moods, feelings, messages and
attitudes

AF7

AF6

AF5

AF4

Comment on the structural choices the

author has made when organising the text.
Comment and compare the language
choices the author has made to convey
information over a range of non-fiction
texts.
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.
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.
Explain themes over a range of texts.
(Social, cultural and historical)

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

5a

Names:

AF2

Identify and evaluate the techniques the

author has used to create moods, feelings,
messages and attitudes.

AF5

AF4

Retrieve and collate key ideas from a range

of sources.

AF3

Reading Behaviours

Explore how the structural choices support

the writers theme and purpose.
Explore how the language choices support
the writers theme and purpose in nonfiction texts.
Describe and evaluate the styles of
individual writers and poets, providing
evidence and justifying interpretations.

AF7

AF6

Identify and discuss irony and its effect.

Have a general awareness of the effect of
text with some explanation.
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.
Compare and contrast themes across a
range of appropriate texts. (Social, cultural
and historical)

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

P5

Names:
Reading Behaviours

Searchlights

Begin to recognise familiar objects/signs/

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

Response

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

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

P6

Names:
Reading Behaviours

Searchlights

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.

Response

Recognises when a significant word,

sign or symbol is omitted from a
familiar story.
Aware of the sequence of a familiar
story.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

P7

Names:

Understanding of print

Reading Behaviours

Begins to choose and share books.

Begins to understand the convention of print.

Searchlights

Can distinguish between print and pictures in text.

Is able to predict words, symbols or signs and/or
phrases in a familiar text.
Can recognise some words by shape or sound.

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.

Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment

Year:

Group:

Reading Level:

P8

Names:

Understanding
of print

Reading Behaviours

Looks at book and turns pages recognising

direction of print.

Searchlights

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

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.

Notes