Reading Continuum
Level 2
LEVEL 2 /PROGRESSION POINTS AND STANDARDS /
1.25 / 1.5 / 1.75 / Standard 2.0 /
DESCRIPTORS
Students independently read and respond to short continuous print and electronic imaginative and informative texts that include familiar ideas, several lines of text per page, longer sentences and illustrations that provide a moderate level of support. They can read common high frequency words. They can retell what they have read using the text as a prompt if necessary. They predict what might happen on later pages and how the text might end. They infer simple responses about the characters and events in the text. They identify and correctly pause at full stops when reading aloud. They use relevant phonological and phonemic knowledge for one-syllable spoken words and can segment words of three sounds according to the syllable before the first vowel (onset) and the syllable from the first vowel onward (rime). They recognise, name and say the most common sound for all the letters of the alphabet. / Students independently read and respond to continuous print and electronic texts with some high frequency words and illustrations providing minimal support. They read common high frequency words without hesitation. They sometimes recognise when they have read something that doesn’t make sense and self correct when reading continuous text aloud. They identify and change pitch for common punctuation marks and textual features. Using textual features and some known words, they can make inference to predict what the text will be about. They retell what they have read including key points. They suggest possible meanings for unfamiliar words by using sentence context and looking at the beginning letter of the word. They use phonological and phonemic knowledge for one-syllable spoken words of up to four sounds and can blend strings of up to three sounds into words. / Students independently read and respond to short print and electronic imaginative texts that describe familiar ideas, and informative texts about known topics. They read an increasing number of common high frequency words without hesitation. The texts have some unfamiliar vocabulary, reduced supporting illustrations and more complex sentence patterns. They read texts aloud with fluency and phrasing, recognising when what they have read doesn’t make sense and then re-reading to self-correct. They retell what they have read logically and include key ideas. They read silently for short periods of time. They predict and infer what questions the text might answer. They suggest synonyms for words in the text and possible meanings for unfamiliar words by using its context, the shape and one or more of the letters in it. They use phonological and phonemic knowledge for one or two syllable spoken words of up to five sounds and can blend strings of up to five sounds into words. / At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text, and interpret labelled diagrams. They predict plausible endings for stories and infer characters feelings. They self-correct when reading aloud and describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.
LETTER AND LETTER NAME KNOWLEDGE
Indicators of Progress Throughlines
· Students recognise and say the most common sounds, and name all the letters of the alphabet.
Teaching Strategies for Fiction Text
The students:
§ Name the most common letters
§ Represent some sounds (that is, phonemes) by letters (or graphemes)
§ Begin to learn a ‘sight vocabulary’ by using distinctive visual features in some words to say, for example them, you, me, come, the, to, look.
The students should also:
§ name the most common letters and recall the characteristic sound for most of the letters; they recognise how sounds are represented alphabetically and identify some sound - letter relationships. / Before
During
After / Before
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After / Before
During
After
PHONOLOGICAL KNOWLEDGE
Indicators of Progress Throughlines
· Students blend three sounds automatically into a word, and blend four or five sounds with an investment of attention. / · Students blend strings of up to four sounds automatically into words, and strings of up to five sounds into words by investing attention. / · Students blend strings of up to six sounds into words. / · Students synthesise two spoken syllables into a known word by blending and de-stressing the vowel in one of the syllables. For example, they hear ‘ sec’ and ‘ret’ and blend into ‘secret ’.
· Students segment one-syllable words of up to six sounds into onset and rime.
· Students segment one-syllable words of up to three sounds into individual sounds / · Students segment one-syllable spoken words of up to four sounds into separate sounds. / · Students segment these words into separate sounds.
· Students delete the first sound from one-syllable spoken words. / · Students delete the first or last sound from a spoken word. / · Students analyse the sound patterns in two-syllable words. For example: (1) they hear two two-syllable words that differ in one sound and say that sound, such as, ‘graded’ and ‘traded’; and (2) hear a two-syllable word and substitute one of the sounds, for example, they hear ‘refuse’ and replace the ‘r’ by a ‘d’ or the ‘s’ by a ‘t ’ and say the word formed in each case.
· Students manipulate sound patterns in one-syllable spoken words in more complex ways. For example, they delete, insert and substitute sounds in spoken words.
Teaching Strategies for Fiction Text
Before
Blend 3 or 4 sounds automatically and 5 or 6 sounds with an investment of attention.
Segment 1-syllable words of up to 6 sounds into onset and rime.
Segment 1-syllable words of up to 4 sounds into individual sounds.
Delete the first or last sound from a 1-syllable word and say the remaining sound pattern.
Segment 1-syllable spoken words of up to 4 sounds into separate sounds
Blend strings of up to 4 sounds into words and
Delete the first sound from spoken words.
Segment spoken words of up to 6 sounds into separate sounds.
Blend strings of up to 6 sounds into words and
Delete the first sound from spoken words.
During
After / Before
Blend 3 or 4 sounds automatically and 5 or 6 sounds with an investment of attention
Segment 1-syllable words of up to 6 sounds into onset and rime
Segment 1-syllable words of up to 4 sounds into individual sounds
Delete the first or last sound from a 1-syllable word and say the remaining sound pattern
Segment 1-syllable spoken words of up to 4 sounds into separate sounds
Blend strings of up to 4 sounds into words and
Delete the first sound from spoken words
Segment spoken words of up to 6 sounds into separate sounds
Blend strings of up to 6 sounds into words and
Delete the first sound from spoken words.
During
After / Before
Blend 3 or 4 sounds automatically and 5 or 6 sounds with an investment of attention.
Segment 1-syllable words of up to 6 sounds into onset and rime.
Segment 1-syllable words of up to 4 sounds into individual sounds.
Delete the first or last sound from a 1-syllable word and say the remaining sound pattern.
Segment 1-syllable spoken words of up to 4 sounds into separate sounds
Blend strings of up to 4 sounds into words and
Delete the first sound from spoken words.
Segment spoken words of up to 6 sounds into separate sounds.
Blend strings of up to 6 sounds into words and
Delete the first sound from spoken words.
During
After / Before
Blend 3 or 4 sounds automatically and 5 or 6 sounds with an investment of attention
Segment one-syllable words of up to 6 sounds into onset and rime
Segment one-syllable words of up to 4 sounds into individual sounds
Delete the first or last sound from a one-syllable word and say the remaining sound pattern
Segment one-syllable spoken words of up to 4 sounds into separate sounds
Blend strings of up to 4 sounds into words and
Delete the first sound from spoken words.
Segment spoken words of up to 6 sounds into separate sounds
Blend strings of up to 6 sounds into words
Delete the first sound from spoken words
During
After
Teaching Strategies for Non Fiction Text
Before
During
After / Before
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After / Before
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After / Before
During
After
WORD LEVEL KNOWLEDGE
Indicators of Progress Throughlines
· Students say aloud one- and two-letter onsets and two-letter rime units that have predictable short vowel sounds, for example, ip, et, without recoding each letter separately; they can say these onset and rime units automatically.
· Students read unfamiliar one-syllable regular words with predictable short vowels by segmenting them into onset and rime, saying each unit and blending. Examples of these words are set, lap and bus. / · Students read aloud two- and three-letter predictable rimes and two-letter onsets and use these to read relevant unfamiliar one-syllable words by recoding and blending. / · Students read 2–4-letter predictable rimes including regular vowel–vowel and vowel–consonant digraphs, and two- and three-letter onsets including consonant–consonant digraphs.
· Students use these to read relevant unfamiliar one-syllable words by recoding and blending.
· Students read automatically sight or reading vocabulary taught earlier without hesitation and add to this. / · Students read automatically one-syllable regular words and sight vocabulary taught earlier. / · Students read automatically one-syllable regular words and sight/reading vocabulary taught earlier.
· Students use word reading strategies based on this knowledge.
· Students read unfamiliar words by making rime and onset analogy with known words. / · Students read 2–4 letter irregular rimes and use these to read relevant, unfamiliar one-syllable words by either: (1) recoding and blending onsets and rimes; or (2) making rime and onset analogy with known words, e.g., I know that ‘play’ will help me with ‘stay’.
· Students use word reading strategies based on this knowledge.
· Students recognise syllables in familiar two-syllable words and use these to read unfamiliar two-syllable words by analogy. For example, forget/forward .
Teaching Strategies for Fiction Text
Before
Modelling Reading
Reviewing Key Words
They review by reading some of the key words on the cards made the previous session.
During
After / Before
Some of the key wordsare written on the whiteboard and /or on cards and students read them
During
Some of the key wordsare written on the whiteboard and /or on cards and students read them
After / Before
During
After
Some of the key words are written on the whiteboard and /or on cards and students read them. / Before
During
After
Manipulate sound patterns
Students manipulate sound patterns in one-syllable spoken words in more complex ways. For example: they delete, insert and substitute sounds in spoken words.
Students read 2 – 4 letter irregular rimes and use these to read relevant unfamiliar one-syllable words either by recording and blending onsets and rimes or by making rime and onset analogy within own words.
Teaching Strategies for Non Fiction Text
Before
Focusing on written words and parts of words
Some of the key words are written on the whiteboard and /or on cards and students read them.
During
After / Before
Reviewing key words Students review by reading some of the key words on the cards made the previous sessions.
During
The students focus on reading the written words and parts of words
They identify which words on the cards are on the pages. They select other key words that haven’t been written on cards and make cards for these.
After / Before
During
After
Reviewing Reading
They review by reading some of the key words on the cards made in the previous sessions.
Understanding Reading
Students are encouraged to reflect on their reading by asking question, for example:
§ What things can you do to help you to understand what to do when you read?
New wordsand synonyms for words.
Key vocabulary and unfamiliar words
Students work on the meanings of unfamiliar words / Before
During
After
Using Familiar and Unfamiliar words
Students recognise syllables in familiar two-syllable words and use these to read unfamiliar two-syllable words by analogy. For example, clean - cleaned
TEXT LEVEL KNOWLEDGE
Indicators of Progress Throughlines
· Decide the likely topic of a text by using the title, illustrations and their existing knowledge of text forms and of text topic(s) to predict ideas and events that might be mentioned, and to say in short sentences ideas and events that may be mentioned in the text. / · Decide the likely topic of a text by using fewer illustrations and more written text information, for example, notes on the back cover. They can predict appropriate words that the text might use and can say in sentences what it might say. / · Decide on at least two likely topics of a text and ‘sharpen’ or refine their prediction. They can suggest appropriate words that might be encountered in the text and can say in sentences what it might say. / · Decide the likely topic of a text by using fewer illustrations and more written text information. For example, notes on the back cover, hearing the first paragraph of the text read to them. They can adjust their predicted topic, suggest words, phrases and ideas that the text might say and can suggest questions the text might answer.
· Talk about the reading actions they will use as they read and begin to plan how they will use them.
· Use their decisions about the meaning of the text and how ideas are expressed in sentences to predict words and to match their prediction with the written words.
· Read the text aloud independently and use punctuation marks such as full stops, exclamation marks and question marks correctly to modulate their reading. They reread aloud to increase their reading fluency. / · Read the text aloud independently and recognise when what they have said does not make sense, and they self correct. They can identify when they say errors that are inconsistent with the meaning or topic of the text, the grammar of the sentence read or the letter cluster information. / · Read the text aloud with fluency and recognise when what they have said does not make sense, and reread to self correct. They can identify when they make errors that are inconsistent with the meaning or topic of the text, the grammar of the sentence read or the letter cluster information, and increase their self-correction strategies using these three sources of information. / · Read the text aloud relatively fluently and integrate text information from multiple sources, thus demonstrating their knowledge of the topic, the text structure, and the sentence and letter patterns. They recognise when they misread words and take steps to self correct. When they lose reading fluency, they take steps to regain it.