Basic Additional Language Assessment Table: Reading Skills
Recognises the difference
between print & pic5ures
 Has basic literacy skills in first/home language?
If yes…Can they use a bilingual dictionary or IT
materials? Are literacy skills age appropriate in
first language? Is pupil attending supplementary
classes to develop literacy in first/home language?
Can recognise own name using
the Roman alphabet and can
identify a range of low
numerals.
Relies totally on
pictures/illustrations to
understand the meaning of
texts
Knows English alphabet (sounds + names of
characters) . Can read printed letters but may find
it difficult to decipher handwriting..
Can only listen to texts read
aloud for short periods of time
with supportive illustrations
Cannot follow or interpret
written instructions or
questions.
Needs visual aids, prompts &
support constantly.
Is beginning to read and understand texts which
are repetitive relating to everyday experiences and
self. Produces simple answers to questions & tends
to quote directly from texts to answer.
Is beginning to develop mechanical skills as a
Is beginning to answer simple questions about
reader, e.g. basic phonological skills & recognition
texts in single words and short phrases. Needs
of high frequency words. Is beginning to hear
to be helped about responses with reference to
rhymes and can hear the difference between long
pictures and models provided by adults &
& short vowels (but may have no understanding of
other pupils.
the words used for ERR sessions)
Can read a limited range of fictional
Can retell main events in a fictional
Developing greater phonological
texts with supportive illustrations
text at a simplistic level but needs
awareness of written English & possesses a
independently. Has difficulty with
prompts to do so. Often uses direct
developing sight vocabulary. Still reliant
texts that contain idiomatic language.
quotes from the texts.
on supportive illustrations for meaning.
Can read aloud but finds reading
silently more difficult. Reads with
little real expression except when
reading direct speech.
Is beginning to read texts with less
Beginning to use more syntactic clues as a
Can summarise main details of a text.
Understands and responds to simple
illustrations but still needs help to visualise
reader showing a greater appreciation of
Beginning to use own words in the
written questions and instructions relating
particular situations outside their
English grammar/syntax. Beginning to
summary but may make many syntactic
to subject/topic area. Copes.
experience.
self-correct.
errors when doing so.
Has a basic understanding of factual
Is developing inferential skills and
Can respond to simple questions
Is beginning to read silently at a
Can follow more complex written
texts but needs further explanation
can draw some conclusions (orally)
about texts in sentence form but has
greater speed but still needs to reinstructions involving phrasal verbs,
to understand more complex
from texts. May still need help in
more difficulty drawing conclusions
read information texts to absorb
quantifiers, prepositions,
sentence forms involving
following anaphoric references, e.g.
in written form
specific details. May need key
comparative forms and use of subject
conjunctions, relative pronouns,
use of pronouns.
visuals, e.g. charts to gather finer
specific forms, etc. (But occasionally
dependent clauses, etc.
points (& if literate in 1st lang may
misses the point).
need to refer to bilingual dictionary)
Can talk about texts using an
Is reading an
Is beginning to read and
Can follow more complex
Is beginning to recognise
Wider use of language
Continues to find using a
increasing amount of
increasing number of
take notes with guidance.
written instructions &
different genres of writing
functions when talking
wide range of language
appropriate metalanguage, e.g.
texts across the
questions without the need
but sometimes needs
about texts, e.g.
functions when writing
references to parts of speech,
curriculum without
for support or clarification. particular nuances of
hypothetical, explanatory,
about texts difficult. Still
genre type, use of figurative
particular support or
language and cultural
relating causes and effect.
tends to write as they speak. forms of language and can
further explanation.
contexts to be explained.
provide some examples.
Can make
Follows &
Can respond
Understands
Can compare
Can criticise
Can draw on a
Possesses a wellCan skim
Will use inferential skills to work
No longer needs access
notes on
responds to
to texts orally
and can
two texts and
texts, e.g.
variety of
developed
and scan
out the meaning of new terms &
to a bilingual dictionary
several texts
instructions
& in the
make
make
recognising
sources and IT
understanding of
texts
expressions without support
for formal and informal
to compare
& questions
written form
inferences
appropriate
bias, poor
information to
subject specific
quickly.
situations.
and contrast
in formal
with own
when given
comments in
grammar,
produce a
language within
key points.
situations
opinions
various text
oral/written
poor content,
cohesive,
texts.
appropriatel which are
types.
form about
invalid
coherent
y (such as
clearly
content and
arguments,
summary.
exam/test
expressed.
form of texts
etc.
situations )
Pupil
: ...............................................................
D.O.B. :............................
Date of admission to school
:...........................
Country of Origin :......................................
Time in England
:..........................
First Language
:......................................