Pink 1
Working towards ELG’s
- Locate title
- Open front cover
- Turn pages appropriately
- Understand that left page comes before right
- Understand that we read print from left to right
- Match spoken word to printed word (one-to-one correspondence)
- Locate familiar words and use them to check own reading
- Use the meaning of text
- Use language patterns (syntax)
- Predict the story line and some vocabulary
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Red 2
Working within the ELG’s
- Locate and recall title
- Have secure control of one-to-one matching
- Use known words to check and confirm 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
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Yellow 3
Working within level 1:
- Follow print with eyes, finger-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 these 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 |
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Blue 4
Working within 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 genre
- Discuss content of the text in a manner which indicates precise understanding
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Green 5
Working within 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, including non-fiction.
- Discuss and interpret character and plot more fully.
- Use contents page and glossary in nonfiction books, and locate information.
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Orange 6
Working towards level 2:
- Get started on fiction after briefer introductions and without relying so heavily on illustrations.
- Examine non-fiction layout and use the contents page to select which sections of a book to read.
- Read longer phrases and more complex sentences.
- Blend phonemes in unfamiliar words more fluently, cross checking with meaning and syntax.
- Attend to a greater range of punctuation and text layout.
- Search for and use familiar syllables within words to read longer words.
- Infer meaning from the text.
- Check information in text with illustrations, particularly in non-fiction, and comment on content.
- Begin to use appropriate terminology when discussing different types of text.
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Turquoise 7
Working towards level 2:
- 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 using known vocabulary, phonic knowledge and syllables.
- Find a way around alphabetically ordered texts such as indexes, glossaries and dictionaries.
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Purple 8
Working within level 2:
- Look through a variety of fiction and non-fiction with growing independence to predict content and 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 most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words.
- Adapt to fiction, non fiction and poetic language with growing flexibility.
- Take more conscious account of literacy effects used by fiction writers, and the formal language of different types of non-fiction.
- Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
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Gold 9
Working within level 2:
- Look through a variety of books with growing independence to predict content and story development, and make full use of non fiction layout.
- Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences.
- Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words.
- Adapt to fiction, non-fiction and poetic language with growing flexibility.
- Take more conscious account of literacy effects used by writers.
- Make more conscious use of reading to extend speaking and writing vocabulary and syntax.
- Locate and interpret information in non fiction.
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White 10
Working at level 2A or towards level 3:
- 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.
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