Taipei European School – Vertical Articulation and Progression - Reading
Level 1 READING – Classroom Monitor descriptors broken in sub levels
CM Reading Descriptor
W+  1c yellow
He/she recognises familiar words in
Follow print with eyes and point to the words as I
simple texts.
read them, where necessary.
1c  1b blue
I can read 45 key words
1b  1a green
I can read 90 key words.
He/she uses his/her knowledge of
letters and sound-symbol relationships
in order to read words and to establish
meaning when reading aloud although
in these activities he/she may
sometimes require support.
He/she can read independently.
Be prompted to use known words to work out
unfamiliar words e.g. moo – zoo
Use known words to work out unfamiliar words,
more independently. e.g. look – took
I can find words that rhyme and use rhyme to read
new words e.g. mouse – house.
Use other sources such as pictures to help me
read new words
I can read a sentence and go back to a word
using the context of the sentence to help
meaning
Begin to self-correct more independently while
reading
Re-read a sentence to clarify meaning
Solve new words using print detail while attending to
meaning and syntax
I can use letter sound to sound out simple C-V-C
words.
I can point to the title and read it.
Begin to use punctuation to improve fluency and
understanding
I can correct mistakes on my own.
Read fluently with attention to punctuation
I can re-read a story to make sure I understand it.
Track visually along lines of print without difficulty
He/she expresses his/her response to
poems, stories and non-fiction by
identifying aspects he/she likes.
I can talk about the things that I like and don’t
like in a story.
Begin to read and manage a variety of text types
Read and begin to be able to show
understanding of a growing variety of text types
I can talk about the events in a book and get
them in the right order.
Discuss a text in a manner which shows
understanding of the text
I can talk simply about plot and characters.
2c  2b Turquoise and Purple
I can read from word to word pausing to talk
about the text and discuss meaning.
2b  2a gold
I can generate questions before reading and use
knowledge of texts to help retrieve specific
information.
I can infer some meaning from a text, where an
answer is not directly ‘given’ in the text
I can retell most of the main events from the
story in the correct order.
I can compare texts noting similarities and
differences e.g. layout, theme, characters etc.
Get started on a story with briefer introduction
and relying less on pictures
I can read a story without relying on the pictures.
I can make predictions about content, layout and
story development in a variety of text types
Adapt to fiction, non-fiction and poetry with
increased flexibility
Adapt to fiction, non-fiction and poetry with
confidence
I can read silently (in my head) or quietly to myself
at a more rapid pace.
Recognize and react to a greater range of
punctuation and text layouts,
I am beginning to read silently (in my head) or
quietly to myself and show understanding of the
text
I can read with good pace and almost entirely
accurately.
Can usually sustain reading through longer
sentence structure and paragraphs, using
punctuation to help
I can use punctuation and text layout to read
with increasing expression
I can make predictions based on title, cover
blurb etc.
I can compare level appropriate texts identifying
common themes/characters.
I can make links between story settings and
incidents and my own experience
I can identify and discuss the main events or key
points in a text.
I can talk about how the plot links parts of the
story together.
I can identify key themes and discuss reasons for
events in stories
Begin to use appropriate terminology when
discussing different types of text
Begin to use reading to support speaking and
listening at a word and sentence level.
Use words and sentence structures I have read in
my speaking and listening
Begin to take conscious account of literary
effects used by writers
I can sometimes identify different styles used by
authors.
I can use letter blends and clusters to sound out
new words.
Tackle a larger number of complex words and
solve most unfamiliar words ‘on the run’
I can confidently tackle more complex words using
different strategies.
Search for and use familiar syllables to read
longer words
I can sometimes read ahead.
I can recognise the full range of digraphs and
trigraphs.
I can predict what might happen at the end of a
story.
Identify relationships between different level
appropriate texts
Level 2 READING – Classroom Monitor descriptors broken in sub levels
CM Reading Descriptor
1a  2c Orange
He/she can understand simple texts.
I can choose my own books to read at an
appropriate level.
He/she can read accurately. I can read
different kinds of texts with increasing
accuracy.
I can read Year 2 high frequency words
I can find a line of text (or information) quickly
when there are several lines of text.
Begin to read longer phrases and more complex
sentences
He/she expresses opinions about
major events or ideas in stories,
poems and non-fiction.
When reading unfamiliar words and
establishing meaning, he/she uses
more than one strategy such as
phonic, graphic, syntactic or and
contextual cues.
I can use awareness of sentence grammar to
help me read new or unfamiliar words as I read
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I can retrieve information from within paragraphs or
at the end of a page or section.
Can sustain reading through longer sentence
structure and paragraphs, making use of
punctuation
I can read aloud with intonation and expression
taking account of the punctuation including speech.
I can identify syllables in order to read polysyllabic
words.
Taipei European School – Vertical Articulation and Progression - Reading
Level 3 READING – Classroom Monitor descriptors broken in sub levels
CM Reading Descriptor
2a  3c White
3c  3b Lime
3b  3a
I can read a range of texts fluently and
accurately.
I can read a head and scan what is to come e.g.
punctuation, speech.
I can recognise a wide range of prefixes and
suffixes.
I can show awareness of different voices in
narrative.
I can read with expression and intonation.
I can read aloud with intonation and expression,
taking into account punctuation and showing an
awareness of audience.
I can use phonic strategies securely.
I am beginning to recognise features of different
types of text and fiction genres.
I read independently, using strategies
appropriately to establish meaning.
In responding to fiction and non-fiction
I show understanding of the main
points.
I can scan to identify relevant details or
information.
I can answer inference questions about the
story.
I can use graphic, syntactical and contextual clues
to construct the meaning of words in context.
I can skim, scan and scroll through text.
I can use texts for basic research.
I can understand narrative order and chronology.
I can summarise orally the contents of a text.
I can use notes to summarise the main points both
in fiction and non-fiction.
I can recognise and discuss how characters are
presented in different ways
I can discuss actions for main characters in
narrative and justify views using evidence from
the text.
I can make generalisations from textual information.
I can identify why the author has chosen specific
words.
I can evaluate the usefulness of information.
I recognise the use of persuasive techniques.
I can use clues within the text to articulate
judgments and opinions.
I can explore underlying themes and ideas.
I can employ alphabetical knowledge in locating
books and information.
I can employ alphabetical knowledge in locating
books and information confidently.
4c  4b
I can apply knowledge gained from reading to
inform my writing.
4b  4a
I can identify and comment on structural choices
e.g. ‘he describes the action first and then goes
back to tell you why the child was in the road’.
I identify key events or ideas in texts and explain
them clearly
I can give a simple verbally summary of the
main information/plot of a story.
I can summarise verbally the main information/plot
of a story.
I can sustain interest in longer texts, returning to
them easily after a break
I can distinguish between fact and opinion and
identify point of view being presented.
I can understand the author’s point of view.
I am beginning to recognise and appreciate that
authors manipulate language in a variety of
ways.
I can recognise and appreciate that authors
manipulate language in a variety of ways.
I can trace developments through texts to
deduce reasons, motive, cause and effect.
I can interpret how the choice of language e.g.
expressive or figurative creates mood, builds
tension etc.
I can make inferences based on evidence based on
different points in the text e.g. interpreting a
character’s motive from their actions at different
points.
I can make reference to specific sections of text
and key words or phrases to infer meaning.
I understand how the meaning of words can
change over time
I show an awareness of precise vocabulary
I know how style and vocabulary are linked to
the purpose of the text.
I can identify basic features of the writer’s use of
language e.g. all the questions make you want to
find out what happens next.
I express reasoned opinions about what is read
I can justify my own interpretation of a text
I can support my comments by using a relevant
textual reference or quotation.
I know that different texts can be interpreted in
different ways
I can discuss characters based on what they do.
I can retell the story clearly and in detail.
I can talk about the characters and how they
relate to each other.
In responding to fiction and non-fiction
I express my preferences.
I use my knowledge of the alphabet to
locate books and find information.
I can use dictionary, table of contents and index
with occasional support.
Level 4 READING – Classroom Monitor descriptors broken in sub levels
CM Reading Descriptor
3a  4c
In responding to a range of texts, I
I can understand how paragraphs and chapters
show understanding of significant
are used to collect order and build up ideas.
ideas, themes, events and characters.
I am beginning to use inference and
deduction when responding to text.
When explaining my views, I refer to
the text to give evidence.
I can explain how the writer uses simile and
metaphor to create images.
I can locate and use ideas and
information in the text.
I can make use of features such as headings,
sections, contents and index.
I am beginning to use appropriate skills to locate
information e.g. Skim, scan, text marking and
ICT skills.
I can use appropriate skills to locate information
efficiently e.g. Skim, scan, text marking and ICT
skills.
Search for and find information in texts with
flexibility
I use text features to locate specific information.
I can prepare for factual research by evaluating
what is known and locating relevant sources to use.
I read silently most of the time
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I can identify features of organisation at text level.
Taipei European School – Vertical Articulation and Progression - Reading
Level 5 READING – Classroom Monitor descriptors broken in sub levels
CM Reading Descriptor
4a working towards 5c
5c working towards 5b
5b working towards 5a
I show understanding of a range of
texts by selecting essential points and
using deduction where appropriate.
I can use a range of texts, selecting essential
points for a particular purpose.
I can explain implied meanings making
reference to the text.
I understand signposts that indicate a change of
tone voice or opinion and use these.
I am developing the skill of critical evaluation.
I can interrogate a text, articulating problems
and formulating relevant questions.
I persevere to understand condensed information,
complex reasoning and subtle arguments.
I can distinguish between implicit and explicit
points of view.
In my responses, I identify key
features, themes and characters.
I consistently use inference and deduction where
appropriate applying wider experience.
I know the structures and grammatical features
of a range of fiction and non-fiction texts.
I can reflect personal interpretation of text when
reading aloud.
I evaluate texts critically by comparing how different
sources treat the same information.
I can discuss the author’s use of language and
imagery.
I can evaluate the author’s use of technique e.g.
narrative structure, character action, themes,
figurative language, making reference to the
text.
I recognise and respond to text complexity e.g.
ambiguity and conflicting messages in text.
I can discuss the authorial intent, giving
examples.
I can comment and make judgments on the
ways authors represent people from different
cultures and socio-economic groups.
I can select sentences, phrases and
relevant information to support my
views.
I have a good reading speed but I can slow
down and re-read when the text requires close
attention.
I can identify and describe the styles of
individual poets and authors.
I consistently select sentences, phrases and
relevant information to support my personal views.
I can retrieve information from a range
of sources.
I can use note making appropriately to
summarise the main points.
I can skim and scan efficiently when researching
across a range of texts including ICT.
I can retrieve information quickly and efficiently.
I can locate information confidently and
efficiently.
I make use of features to locate specific
information.
I can find and use information in any form e.g.
map, diagram, database.
I can collate information from a range
of sources.
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I am beginning to interpret and classify
information in any form including text, maps,
diagram, database.
I can interpret and classify information in any
form including text, maps, diagram, database.
I can interpret and classify information in any form
including text, maps, diagram, database, making
connections and drawing conclusions.