EARLY LEVEL
Use reading and listening strategies
to understand, analyse and evaluate
texts
Reading 1
Experiences and Outcomes
o I explore sounds, letters and
words, discovering how they work
together, and I can use what I
learn to help me as I read and
write.
ENG 0-12a / LIT 0-13a / LIT 0-21a
o As I listen and talk in different
situations, I am learning to take
turns and am developing my
awareness of when to talk and
when to listen.
Evidence of Learning
Significant Aspects of Learning
Learning Statements
 Recognises patterns in language and
blends sounds to decode unfamiliar
words.
say
Learning Intention:
We are learning to read a simple sentence
and answer questions about what we have
read.
make
write
do
Success Criteria:
• I can use my sounding out skills to read
words that I don’t know.
• I can spot common words that I know and
read them straight away.
• I can talk about what happens in the story
and answer questions about what happened.
 Recognises common words and reads
aloud simple texts.
 Shares thoughts about events and
characters in different ways.
LIT 0-02a / ENG 0-03a
Context for Learning
A P1 reading group. This is a small group of 4 who are very close to achieving
EARLY LEVEL..
Here they are:
1. Discussing and re-telling the main points of the previous book.
2. Being introduced to their new reading book (Soundstarts orange level – CVC
words).
3. Predicting what will happen next in the book as they read.
4. Taking turns to read each page.
5. Discussing what happens in the story as we read.
6. Answering questions on the discussion bookmark after reading.
7. Discussing how well they are getting on with their reading.
Mum ran and ran
Discussion questions
Learner Voice
Pupil 1: I find my book a little bit tricky. I am getting a little bit better at
sounding out (he was able to sound out all of the CVC words). I can remember a
lot of the story.
Teacher Voice
spacing
o All of the group were able to decode the CVC words.
o 3 out of 4 of the group were able to decode CVCC words e.g. help.
o 3 out of 4 were able to recount the main things that happened in the story
they read last week.
o Pupil 1 was able to recount the previous story, sound out CVC and CVCC words,
keep track of what the others were reading and know when his turn was,
predict what might happen and answer the questions after finishing the story.
He was able to let others take a turn during the discussion and look at them
when he was listening.
Supporting Evidence:
o Pupil 1 is working at First Level for comprehension / discussion skills
o He contributes well to all reading discussions
o He is beginning to have a go at reading non-familiar text e.g. project books in
the classroom.
Evidence of level of comprehension
and what they were able to share
about the characters and the story.
Look at the picture on
page 13. What do you
think the story might be
about?
1: Who are the
characters in the story?
2: What are the bangs
that Pen and Ben heard?
3: What are they helping
Mum to do? (page 19)
4: What do you think
Mum’s job is?
5: Who did Mum save?
6: What do you think
might have happened if
Mum had not run there
quickly?
EARLY LEVEL
Evidence of Learning
Reading 2
say
Context for Learning
Learning Intention:
We are learning to read a simple
sentence and draw a detailed
illustration to match the text.
write
do
Success Criteria:
I can share read the words in the sentence using my
sounding out skills and by spotting words that I know.
I can draw a picture to show who, what and where
(linked to the sentence.
Steps 1 and 2:
The pupil has read the sentences and drawn illustrations that match.
The children were given a book to finish. The pages inside the book already had
text which included CVC words and simple vowel digraphs.
1.
2.
3.
4.
make
Dave
The pupil read each page.
They then drew and coloured a detailed illustration.
Next they drew the last thing that happened in the story (on the back page).
Finally they though of a title and they designed the front cover.
red
boat
blue whale
Learner Voice
I am really proud of my book. Some of the words were easy like was, in and the.
Sometimes the words were hard and I needed to do lots of sounding out like blue.
I am good at remembering magic e words.
Teacher Voice
The pupil has a good understanding of where he is with his reading. He needs
some reminding that he can sound it out and blend the trickier words, which he
can do when he takes his time and sticks with it.
Title:
Dave(s) Boat
Last part of
the story.
He confidently reads words these words: was, in, the, He. He reads them without
hesitation.
His illustrations show that he can read and understand the text. His boat is red
and the whale is blue.
His independent writing on the last page shows that he knows how to spell ‘He’,
can sound out a simple CVC word (met) and was able to find ‘whale’ in the text so
that he could write it again.
‘He met the whale’s son.’
(independent writing)
EARLY LEVEL
Significant Aspects of Learning
Evidence of Learning
Use reading and listening strategies to
understand, analyse and evaluate texts
Reading 3
Learning Intention:
Experiences and Outcomes
o I enjoy exploring and choosing
stories and other texts to watch,
read or listen to, and can share
my likes and dislikes.
LIT 0-01b / LIT 0-11b
o I enjoy exploring events and
Learning Statements
 Shares thoughts about events and
characters in different ways.
 Selects and discusses a range of texts
and describes likes and dislikes.
We are learning to talk to an
audience about our favourite book.
say
make
write
do
Success Criteria:
I can share the title and author of the book
I can describe my favourite part of the
story.
I can talk in a loud and clear voice.
I can look at the audience.
 Knows that sound, rhyme and word choice
can enhance enjoyment of a text.
characters in stories and other
texts, sharing my thoughts in
different ways. LIT 0-01c
Context for Learning
P1 have been asked to choose a favourite book and prepare a talk
telling their class about their favourite part or why they like it.
Learner Voice
o I am good at explaining things
o I think about what I am going to say.
o My book was good because it has rhymes in it. (clear reason for
preference)
o I’d like to be able to read more books by myself.
Teacher Voice
The
1.
2.
3.
class teacher has identified that the pupil:
spoke in a loud, clear voice
remembered the title and the author
spoke in detail about their favourite part.
The class teacher has identified that the next step in learning would
be to learn how to pick out the three main things that happened.
Supporting Evidence:
The pupil joins in enthusiastically when discusses group and class
reading books. She can explain her reading preferences clearly.
Class teacher clear
next step.
EARLY LEVEL
Evidence of Learning
Reading 4
say
Learning Intention:
Context for Learning
P1 enjoy the story ‘Hugless Douglas’. They have read it with their
teacher many times and know it so well that they can join in with
parts that they remember.
They have been asked to identify and draw key parts of the story.
Then they described what happened in the story and told their
teacher who wrote it down for them.
Learner Voice
I love Hugless Douglas and I like it that he gets a hug at the end. I
know the story really well.
Teacher Voice
The pupil knows the story well and could identify the main idea;
that Hugless Douglas wanted a hug. He knew where the story
started, in the cave, and knew what happened at the end, that his
mum gave him a hug.
Supporting Evidence:
The pupil regularly draws his favourite part of his reading books and
can usually pick out the main things that happen in the stories. He
can always say at least three things that happen in a story.
We are learning to identify the main
things that happen in a story.
make
write
do
Success Criteria:
1. Draw 2 things that happened in the story.
2. Tell my teacher the main things that
happened in the story which my teacher will
write down for me.