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The Book Bands we now use across Foundation Stage and Key Stage One:

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

 

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

 

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

 

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

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.

 

  

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.

 

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.

 

  

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.

 

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.

 

  

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.