Darrick Wood Infant School
Reading assessment record
Date/book
Name:
Level
Reading Level Descriptors
P4


Listens and responds to familiar rhymes and stories.
Shows some understanding of how books work, e.g. turning pages, holding book
right way up.
P5


Selects a few words, signs or symbols which she/he is particularly familiar.
Derives some meaning from text, symbols or signs, presented in a familiar way
to him/her.
Shows curiosity about content at simple level. E.g. answers 2 key word
questions about the story.
Matches objects to pictures or symbols.


P6


P7





P8




Selects and recognises or reads a small number of words or symbols linked to
familiar vocabulary, eg. Names, people, objects, or actions.
Matches letters and short words
Shows interest in the activity of reading.
Predicts words, signs or symbols in narrative, eg. When adult stops reading
pupil fills in the missing word.
Distinguishes between print or symbols or pictures in the text.
Understands conventions of reading, follows text left from right, top to bottom,
and page following page.
Recognises some letters of the alphabet.
Understands that words, signs, symbols and pictures convey meaning.
Recognises or reads a growing repertoire of familiar words or symbols, including
his or her own name.
Recognises letters of the alphabet by shape, name and sound.
Begin to associate sounds with patterns in rhymes with syllables, and with
words, signs, symbols and letters.
Comments
Darrick Wood Infant School
Reading assessment record
Date/book
Name:
Level
Reading Level Descriptors
1C
Low L1
In some reading, usually with support:
 Pupils can recognise some familiar words, or symbols in simple texts. AF1
 They identify initial sounds in unfamiliar words when attempting to “read” the
word. AF1
 They can establish meaning when reading aloud simple sentences, sometimes
with prompting. AF1
 Some simple points from familiar texts recalled. AF2
 They express their responses to familiar texts, e.g. by identifying aspects that
they like and dislike. AF6
 Awareness of obvious features of language, e.g. rhyme, repetition. AF5
In some reading, usually with support:
 Pupils can read some high frequency and familiar words fluently and
automatically. AF1
 With support, they use their knowledge of letters, sounds and words to decode
unknown words and to establish meaning when reading aloud. AF1
 Some simple comments about their preferences, mostly linked to their own
experiences, e.g. I like going to the beach. I went there on holiday. AF6
 Some awareness of the meaning of simple text features, e.g. labels, titles. AF4
 Comments on obvious features of language, e.g. rhymes, repeated refrains,
significant words and phrases. AF5
In some reading, usually with support:
 Pupils decode familiar and unfamiliar words, using blending as the prime
approach. AF1
 Shows awareness of punctuation marks, e.g. pausing at full stops. AF1
 Pupils use their knowledge of letters, sounds and words to read simple texts with
meaning. AF1
 They make reasonable inference at a basic level, e.g. identify who is speaking in
a story, interpreting simple information in non-fiction text. AF3
 They recall and respond to events and ideas in poems, stories and non-fiction,
e.g. relating events and ideas to their own experiences. AF2 AF3 AF6
 They comment and ask questions about the meaning of parts of the text, locating
some pages and sections, e.g. discussing favourite characters, details of
illustrations/diagrams. AF3 AF2
 Distinguishes a few basic features of stories (good/bad characters), poetry
(rhyme and rhythm) or information texts (contents page, use of photos). AF7
1B
Secure
L1
1A
High L1
Comments
Darrick Wood Infant School
Reading assessment record
Date/book
Name:
Level
Reading Level Descriptors
2C
Low
L2
In some reading:
 They read from word to word, but may need support to establish meaning. AF1
 Range of key words read on sight. AF1
 Unfamiliar words decoded independently using appropriate strategies, e.g. blending sounds. AF1
 Identifies some familiar patterns of language, e.g. Once upon a time . . . AF5
 Specific straight-forward information recalled (character names, main ingredients from a recipe). AF2
 Simple inference about events and information, using some evidence from the text, e.g. how a character
feels, what makes plants grow. AF3
 Makes simple statements about likes/dislikes in their reading, sometimes with reasons. AF6
 General features of text types identified (information books, stories, poems, letters) AF7
In some reading:
 Pupils’ reading of simple, unfamiliar texts is almost entirely accurate. AF1
 Some fluency and expression, e.g. taking account of full stops, speech marks. AF1
 When reading unfamiliar words they combine a range of strategies (phonic, graphic and contextual) AF1
 They show understanding of texts by commenting on main features such as plot, setting, characters and
information given. AF2 AF4
 Awareness that books are set in different times and places. AF7
 Awareness of the structure and organisation of texts, e.g. beginning/ending of story, lists, instructions,
types of punctuation, “loud words” such as BOOOO! AF4
 They understand where to look for and retrieve information, e.g. about topics or characters. AF2
 Comments about their reading, based on cues from text, although meaning may be misunderstood. AF3
 Talks about likes/dislikes in their reading, justifying their reasons. AF6
In some reading:
 Pupils read unfamiliar texts accurately and fluently. AF1
 Their independent reading shows they can read ahead and make use of expression and intonation to
enhance meaning. AF1
 In responding to stories, they identify and comment on the main characters and how they relate to one
another. AF2 AF3
 They comment on some of the ways in which the text is presented and organised, e.g. beginning/ending
of story, lists, instructions, types of punctuation, “loud words” such as BOOOO! AF4
 Pupils note when the writer has made effective language choices, e.g. “slimy was a good word to
describe the snake”. AF5
 They interpret the text and make comments about the book, based on cues from the text. AF3
 They express opinions about events, characters and information, referring back to the text. AF2 AF3
 Demonstrates some awareness that writers have viewpoints and purposes, e.g. “This book tells you how
to recycle”, “The author has made this character a bully. Bullying is not fair”. AF6
2B
Secure
L2
2A
High
L2
Comments
Darrick Wood Infant School
Reading assessment record
Date/book
Name:
Level
Reading Level Descriptors
3C
Low
L3
In most reading:
 Pupils begin to read a range of texts. AF1
 They read independently using a range of strategies. AF1
 Pupils are able to locate information using the contents page or their knowledge of the alphabet. AF2
 Pupils identify and describe information or events from the text. AF2
 They make straightforward inferences based on key points in the text, e.g. “He’s upset. The book says
‘he was crying’.” AF3
 Some simple connections made between texts, e.g. identifying books with the same characters. AF7
 Pupils identify basic features of the writer’s use of language, but with little or no comment e.g. “He uses
speech a lot”, “there are lots of adjectives”. AF5
 Pupils express personal responses to what they are reading and make comparisons. Their comments
identify the main purposes of the text, e.g. “It’s all about going to the dentist. I brush my teeth twice a
day. It’s very important to look after your teeth.” AF6
In most reading:
 Pupils read a range of texts with fluency, accuracy and with understanding. AF1
 They read independently, using a range of strategies to establish meaning. AF1
 In responding to fiction and non-fiction they show an understanding of the main points. AF2 AF3
 Pupils make some comments which include references to the text or quotations from the text, but these
may not always be relevant, e.g. they retell or paraphrase sections of the text rather than using it to
explicitly support their comments. AF2
 Pupils make connections between texts, e.g. similarities in plot, topic or books by the same author. AF7
 They recognise some features of the context of the text, e.g. places, historical setting, cultural
background. AF7
 They identify and comment on the writer’s use of language, e.g. “The writer uses lots of short sentences
here because it all happens so suddenly.” AF5
 Pupils express personal responses to what they are reading, with some awareness of the writer’s
viewpoint. AF6
In most reading:
 Pupils read a wide range of texts fluently and accurately with an understanding of significant ideas. AF1/2
 Pupils make relevant comments which include references to the text or quotations from the text. AF2
 They recognise and comment on the features of the context of the text, e.g. places, historical setting,
cultural background. AF7
 They make simple comments on the writer’s word choices. AF5
 Pupils identify and comment on the organisation of texts, e.g. the writer’s use of bullet points. AF4
 Pupils demonstrate awareness of writer’s viewpoint or the effect of the text on the reader, e.g. “Ben is a
horrible man. The author uses words like nasty, mean, angry to talk about him. The author doesn’t like
people who are bullies.” AF6
3B
Secure
L3
3A
High
L3
Comments