1. The learner will recognise and read out a few familiar words and phrases. |
1.1 I can read out loud familiar words presented in clear script with visual clues [1] |
1.2 I can read out loud familiar phrases presented in clear script and in a familair context [2] |
1. The learner will understand familiar written phrases. |
1.1 I can match sound to print by reading aloud familiar words and phrases [4] |
1.2 I can find out the meanings of new words from books or glossaries [5] |
1. The learner will understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences |
1.1 I can identify the main points in short written texts [7] |
1.2 I can explain personal responses in short written texts [8] |
1.3 I can read independently, selecting simple texts [9] |
1.4 I can look up new words using a bilingual dictionary or glossary [10] |
1. The learner will understand the main points and some of the detail in short written texts from familiar contexts |
1.1 I can explain some of the detail in texts that are taken from familiar contexts [12] |
1.2 I can list say the main points by reading the text [13] |
1.3 I can work out meaning from context [14] |
1.4 I can read on my own [15] |
1. The learner will understand the main points and opinions in a range of written texts. |
1.1 I can explain the main points and opinions from texts describing present, past or future events [17] |
1.2 I can read authentic materials independently [18] |
1.3 I can read aloud with confidence [19] |
1.4 I can identify key points in reference materials [20] |
1. The learner will read texts that include familiar language in less familiar contexts with understanding. |
1.1 I can read with confidence in some less familiar contexts [22] |
1.2 I can explain the difference between present, past and future events in a range of reading [23] |
1.3 I can identify and note the main points and specific details in text containing familiar language [24] |
1.4 I can scan written material for stories or articles of interest [25] |
1.5 I can choose books or texts to read independently, at my own level [26] |
1.6 I can work out the meaning of unfamiliar language using context and my knowledge of grammar [27] |
1. The learner will read longer texts, recognising points of view over a range of factual and imaginative material. |
1.1 I can identify several points of view from different texts [29] |
1.2 I can explain the meaning of what I am reading with clarity and detail [30] |
1.3 I can read complex sentences and unfamiliar language with understanding [31] |
1.4 I can respond in speech or writing with new vocabulary and structures found in my reading [32] |
1.5 I can use reference materials when these are helpful [33] |
1. The learner will read unfamiliar material identifying attitudes and emotions. |
1.1 I can read a wide range of complex texts with a good level of understanding [35] |
1.2 I can identify attitudes and empotions in what I read [36] |
1.3 I can cope confidently with unfamiliar topics and more complex language [37] |
1.4 I can extract useful information from a wide range of reference sources [38] |
1. The learner will read and understand a wide range of authentic, factual and imaginative texts in familiar contexts. |
1.1 I can describe different points of view, issues and concerns in the texts I read [40] |
1.2 I can extract information from official and formal texts [41] |
1.3 I can summarise, report, and explain extracts from my reading, orally or in writing [42] |
1.4 I can read independently choosing and responding to stories, articles, books and plays [43] |
Links
[1] https://theingots.org/community/ncl1u2mlrx#1.1
[2] https://theingots.org/community/ncl1u2mlrx#1.2
[3] https://theingots.org/community/ncl1u2mlri
[4] https://theingots.org/community/ncl2u2mlrx#1.1
[5] https://theingots.org/community/ncl2u2mlrx#1.2
[6] https://theingots.org/community/ncl2u2mlri
[7] https://theingots.org/community/ncl3u2mlrx#1.1
[8] https://theingots.org/community/ncl3u2mlrx#1.2
[9] https://theingots.org/community/ncl3u2mlrx#1.3
[10] https://theingots.org/community/ncl3u2mlrx#1.4
[11] https://theingots.org/community/ncl3u2mlri
[12] https://theingots.org/community/ncl4u2mlrx#1.1
[13] https://theingots.org/community/ncl4u2mlrx#1.2
[14] https://theingots.org/community/ncl4u2mlrx#1.3
[15] https://theingots.org/community/ncl4u2mlrx#1.4
[16] https://theingots.org/community/ncl4u2mlri
[17] https://theingots.org/community/ncl5u2mlrx#1.1
[18] https://theingots.org/community/ncl5u2mlrx#1.2
[19] https://theingots.org/community/ncl5u2mlrx#1.3
[20] https://theingots.org/community/ncl5u2mlrx#1.4
[21] https://theingots.org/community/ncl5u2mlri
[22] https://theingots.org/community/ncl6u2mlrx#1.1
[23] https://theingots.org/community/ncl6u2mlrx#1.2
[24] https://theingots.org/community/ncl6u2mlrx#1.3
[25] https://theingots.org/community/ncl6u2mlrx#1.4
[26] https://theingots.org/community/ncl6u2mlrx#1.5
[27] https://theingots.org/community/ncl6u2mlrx#1.6
[28] https://theingots.org/community/ncl6u2mlri
[29] https://theingots.org/community/ncl7u2mlrx#1.1
[30] https://theingots.org/community/ncl7u2mlrx#1.2
[31] https://theingots.org/community/ncl7u2mlrx#1.3
[32] https://theingots.org/community/ncl7u2mlrx#1.4
[33] https://theingots.org/community/ncl7u2mlrx#1.5
[34] https://theingots.org/community/ncl7u2mlri
[35] https://theingots.org/community/ncl8u2mlrx#1.1
[36] https://theingots.org/community/ncl8u2mlrx#1.2
[37] https://theingots.org/community/ncl8u2mlrx#1.3
[38] https://theingots.org/community/ncl8u2mlrx#1.4
[39] https://theingots.org/community/ncl8u2mlri
[40] https://theingots.org/community/ncl9u2mlrx#1.1
[41] https://theingots.org/community/ncl9u2mlrx#1.2
[42] https://theingots.org/community/ncl9u2mlrx#1.3
[43] https://theingots.org/community/ncl9u2mlrx#1.4
[44] https://theingots.org/community/ncl9u2mlri