APP reading assessment guidelines: levels 3 to 5 with examples from Standards Files
AF1 - use a range of
strategies, including
accurate decoding of text, to
read for meaning
Level 5
AF2 - understand, describe,
select or retrieve information,
events or ideas from texts and
use quotation and reference
to text
AF3 - deduce, infer or
interpret information, events
or ideas from texts
AF4 - identify and comment
on the structure and
organisation of texts,
including grammatical and
presentational features at
text level
AF5 - explain and comment
on writers' use of language,
including grammatical and
literary features at word and
sentence level
AF6 - identify and comment
on writers' purposes and
viewpoints, and the overall
effect of the text on the reader
AF7 - relate texts to their
social, cultural and historical
traditions
Across a range of reading
Across a range of reading
Across a range of reading
Across a range of reading
Across a range of reading
Across a range of reading
 Most relevant points clearly
identified, including those
selected from different places
in the text
 Comments develop
explanation of inferred
meanings drawing on
evidence across the text, e.g.
“you know her dad was lying
because earlier she saw him
take the letter”
Standards files Chas y6 (low level
5) Book review of “Coraline” .
Comments on Coraline‘s mother
develops inferential explanations
about characters across the text.
“She keeps feeling uncanny jolts in
her stomach: she gradually realises
that this bizarre woman is
masquerading as her mother but is
actually a soul hunter, thirsty for an
ever-expanding number of souls
and Coraline knows her life is
being gambled with, like a leaf
blown about by the wind…and in
truth, I just could not put it down!”
 Comments on structural
choices show some general
awareness of writer’s craft,
e.g. ‘it tells you all things
burglars can do to your
house and then the last
section explains how the
alarm protects you’

 Main purpose clearly
identified, often through
general overview, e.g. ‘the
writer is strongly against war
and wants to persuade the
reader to agree’
Standards files Chas y6 (low level
5), p.11. Goodnight Mr. Tom.
Exploration of Will’s dilemma
focuses on key themes – the
impersonal efficiency of hospital
care versus the individual, eccentric
love of Mr Tom.

Comments identify
similarities and differences
between texts, or versions,
with some explanation,
e.g. narrative conventions
in traditional tales or
stories from different
cultures, ballads,
newspaper reports

Some explanation of how
the contexts in which texts
are written and read
contribute to meaning, e.g.
how historical context
influenced adverts or war
reports form different
times/ places; or how a
novel relates to when/
where it was written
 Comments generally
supported by relevant textual
reference or quotation, even
when points made are not
always accurate
Both bullet points: Standards files
Chas y6 (low level 5.) p.11.
Goodnight Mr. Tom diary. Selects
relevant points for empathetic
account, incorporating references to
the test/ video version where
appropriate. “When I got home I
thought it would be alright but it
wasn’t. All my mum did was shout,
shout, shout! Also she said there
was a surprise waiting for me, but it
wasn’t much of a surprise to me,
she had put a baby in a cardboard
box! All she could say was: A bit of
discipline, that’s all she needs”.
Then my mum accused me of
stealing my own birthday
presents!”
Level 4
NB. All examples here are individual, not across a range of work.
Across a range of reading
 Various features relating to
organisation at text level,
including form, are clearly
identified, e.g. ‘each section
starts with a question as if
he’s answering he crowd’
 Comments make inferences
and deductions based on
textual evidence, e.g. in
drawing conclusions about a
character’s feelings on the
basis of their speech and
actions
Standards files Chas y6 (low level
5) p.9 discussion of first
impressions of Mr Tom. Some
development of explanation which
suggests that he is fulfilling criteria
for AF3 L5 b2. e.g. Chas notes that
at the beginning, Mr Tom seems
‘grumpy’ and is able to refer to the
way he says ‘Yes’ very sharply,
and is almost rude to the billeting
officer, to support this point: “He
doesn’t seem to want any children
and he is not being helpful.”
Across a range of reading
 Some relevant points
 Comments make inferences
identified
based on evidence from
different points in the text, e.g.
Standards files Trevor y5 (secure
interpreting a character’s
level 4) p2 Zlata’s diary. Teacher:
motive from their actions at
How does Zlata feel about the war?
different points
What words tell you this?” Trevor:
Zlata wishes it would stop and that
Standards files Trevor y5 (secure
her mommy and daddy were happy
level 4) p2 Zlata’s diary. Teacher:
again. It says they used to be
“What words tell you that Zlata is
For level 3: Attainment at level 3 for AF2, AF3 and one other AF out of AF’s 1, 4, 5, 6 and 7
For level 4: Attainment at level 4 for AF2 and AF3 and at least one other AF
For level 5: ticks at level 5 for any four AFs provided there is level 4 for AF3
Various features of writer’s
use of language identified,
with some explanation, e.g.
“when it gets to the climax
they speak in short
sentences and quickly
which makes it more tense”

Comments show some
awareness of the effect of
writer’s language choices,
e.g. “‘inked up’ is a good
way of describing how the
blackberries go a bluey
black colour as they ripen”
Standards files Chas y6 (low level
5), p.11. Contrasts the use of
language in the two texts focusing
on the effect on the reader. “The
difference between the vocabulary
they use is that this one sounds
really friendly and uses words that
children would understand really
easily. However, this one was
written a long time ago and uses
some words that that I haven’t
heard before so it makes reading a
bit harder.”
 Viewpoint in texts clearly
identified with some, often
limited explanation, e.g. ‘at
the end he knows he’s don
wrong and makes the snake
sound attractive and
mysterious’
 General awareness of effect
on the reader, with some,
often limited, explanation,
e.g. “you’d be persuaded to
sign up because 25p a week
doesn’t seem that much to
help someone”
Standards files Chas y6 (low level
5), p.7. Comparing two diaries,
recognition of effect on the reader.
“It (quote from the text) helps you
to imagine what it might have been
like when the ship started to sink. I
think anyone would have been
confused and exhausted and very
scared.”
Across a range of reading
Across a range of reading
Across a range of reading
Across a range of reading
 Some structural choices
identified with simple
comment, e.g. ‘he
describes the accident first
and then he goes back to
tell you why the child was in
the road’
Standards files Chas y6 (low level
5 – level 4 comment) p.5

 Main purpose identified, e.g.
‘it’s all about why going to the
dentist is important and how
you should look after your
teeth’

Some basic features of
writer’s use of language
identified, e.g. ‘all the
questions make you want to
find out what happens next’
Standards files Trevor y5 (secure
level 4) p3 The Magic Finger.
Further comment identifies use of
punctuation to develop character.
Features common to
different texts or versions
of the same text identified,
with simple comment, e.g.
characters, settings,
presentational features
 Simple comments show
Standards files Chas y6 (low level
some awareness of writer’s
5 – level 4 comment) p.7
viewpoint, e.g. ‘he only tells
Comparing two diaries: Simple
KS2 Standards files do not have page numbers.
Numbers have been ascribed with the cover as page 1.
AF1 - use a range of
strategies, including
accurate decoding of text, to
read for meaning
Level 3
In most reading
 Range of strategies used
mostly effectively to read
with fluency, understanding
and expression
Letters and Sounds
End of Phase 6 p168 ‘The shift
from learning to read to reading
to learn’
AF2 - understand, describe,
select or retrieve information,
events or ideas from texts and
use quotation and reference
to text
AF3 - deduce, infer or
interpret information, events
or ideas from texts
AF4 - identify and comment
on the structure and
organisation of texts,
including grammatical and
presentational features at
text level
AF5 - explain and comment
on writers' use of language,
including grammatical and
literary features at word and
sentence level
AF6 - identify and comment
on writers' purposes and
viewpoints, and the overall
effect of the text on the reader
AF7 - relate texts to their
social, cultural and historical
traditions
cheerful. It also says that life is
disappearing because the children
are not like children.
Comments supported by some
generally relevant textual
reference or quotation e.g.
reference is made to
appropriate section of text but is
unselective and lacks focus
Standards files Trevor y5 (secure
level 4) p2 Zlata’s diary.
Commentary – Trevor gives
relevant answers in clear summary
form, while not directly quoting
from the text, his responses indicate
sound understanding of its key
themes.
optimistic that the war will end and
things will go back to normal?”
Trevor: “She says that the guns are
dying down so that means it must
be getting calmer if there is less
shooting. She also says that when it
all stops they might go back to the
usual things.”
Journalistic writing: identifies
typical structural feature of
newspaper reports “It’s news- all
of the information is important.
First words are written in capitals.
We find out who, what, where,
why in the first sentence.”
Teacher: “How do you think Mr
and Mrs Gregg were feeling at this
point in the story?” Trevor:…Mrs
Gregg has to save her children,
not like Mr Gregg, you can tell
he’s shaking because he’s got
exclamation marks”
you goo things about the
farm and makes the shop
sound boring’
commentaries on similarities and
differences between texts.
“However, this one was written a
long time ago and uses some
words that I haven’t heard before
so it makes reading a bit harder.”
 Some basic features of
organisation at text level
identified e.g, ‘the writer
uses bullet points for the
main reasons’
Standards files Trevor y5 (secure
level 4) p7. Zoos back to Nature.
Teacher: “How does the
presentation/ layout help to
persuade you to take notice? Why
are speech marks used?” Trevor:
“I like the way the words are
highlighted for importance. The
author gives dates and examples
so that you know what he says is
more real. Small paragraphs make
it more easy to read and keep your
attention. Speech marks make it
seem more important and realistic.
Nobody would say those words
unless they believed them.”

In most reading
 Simple, most obvious points
identified though there may
be some misunderstanding
In most reading
 Straightforward inference
based on a single point of
reference in the text, e.g. ‘he
In most reading
 A few basic features of
organisation at text level
identified with little or no
linked comment, e.g. ‘it tells
In most reading
 A few basic features of
writer’s use of language
identified, but with little or
no comment, e.g. ‘ there are
e.g. about information from
different places in the text
 Some comments include
quotations from or references
to text, but not always
relevant e.g. often retelling or
paraphrasing sections of the text
rather than using it to support
comment
Standards Files Julia Y2 (Secure
level 3) p7 both bullet points –
Detailed discussion of how birds of
prey rip their food, using their
beaks not claws, confirms Julia’s
engagement with the text and her
understanding of what she has read.
 Inferences often correct, but
comments are not always
rooted securely in the text or
repeat narrative or content
Standards files Trevor y5 (secure
level 4) p2 Zlata’s diary. Teacher:
Does Zlata really feel safe in her
flat? How do you know? Trevor:
“She feels safe when she is in the
corner of a room but she says that
she does not like to go near the
windows maybe this is because of
guns and for safety. People are
shooting from the hills. If there is
shooting they have to go to the
cellar, it is the only place.”
was upset because it says “he
was crying”’
 Responses to text show
meaning established at a
literal level- “walking good”
means “walking carefully” or
based on personal
speculation, e.g. a response
based on what they personally
would be feeling rather than
feelings of character in the text
Standards Files Julia Y2 (Secure
level 3) p8. Julia uses her
knowledge of the text to answer
questions and searches the text to
check her interpretation…she can
discuss events and character’s
feelings, relating them to her own
in a similar situation e.g. in a book
about snowstorms…
For level 3: Attainment at level 3 for AF2, AF3 and one other AF out of AF’s 1, 4, 5, 6 and 7
For level 4: Attainment at level 4 for AF2 and AF3 and at least one other AF
For level 5: ticks at level 5 for any four AFs provided there is level 4 for AF3
about all the different things you
can do at the zoo’
Standards files Julia Y2
(Secure level 3) p6 Uses 
terminology like build up,
problem, resolution and 
ending and applied them to
the familiar story of the ‘Little
Red Hen’
Simple comments on
writer’s choices, e.g.
“disgraceful” is a good word
to show he is upset”
Standards files Trevor y5 (secure
level 4) p7 Zoos back to nature.
Teacher: “Find some
words/phrases that describe how
the animals must have felt when
put in cages or closed up. Trevor:
“There are some very effective
words such as “cramped”, “tend
not to breed” and “become
overweight”. “First time …
touched a tree” makes you realise
how unfair it is. “Metal bars”
make you think of a prison. What
are the animals punished for? Just
so humans can look at them – that
is not fair.”
lots of adjectives’ or ‘he uses
speech marks to show there
are lots of people there’
Standards files Julia Y2 (Secure
level 3) p7.
Discussed why the author used
technical language (in a nonfiction book) such as habitat,
wingspan and species
 Simple comment on overall
effect on reader, e.g. ‘the
way she describes him as
“ratlike” and “shifty” makes
you think he’s disgusting!
Bullet points 2 and 3
Standards files Trevor y5 (secure
level 4) p7 Zoos back to nature.
Teacher: “Who does the writer
compare the animals to? How do
we know this and how effective is
the writer in getting across his
viewpoint?” Trevor: He compares
the animals to humans so that you
feel ashamed and angry and gives
you a real motivation to do
something. I feel like protesting, we
could make banners and present our
debate at the Lord Mayor’s
Chamber.”
In most reading
 Comments identify main
purpose, e.g. ‘the writer doesn’t
like violence’
Standards files Jason Y5 (Secure
level 3) p4. Newspaper report
“Child slaves work to save their
families”. Simple comment on the
main purpose without development.
Question: why do you think this
article was written? Jason: “So we
could know about it”.

Express personal response
but with little awareness of
writer’s viewpoint or effect
on reader e.g. ‘she was just
horrible like my nan is
sometimes’
Standards files Jason Y5 (Secure
level 3) Same newspaper report
Valid personal response with
implicit reference to text. Question:
Think about how the report is
written. How does the report make
you feel? Jason:” Angry – I want to
do something to stop it”.

Simple comment on the
effect that the reader’s or
writer’s context has on the
meaning of texts, e.g.
historical context, place,
social relationships
Standards files Chas y6 (low level
5 – level 4 comment). p.7
Comparing two diaries:
Awareness of impact of context
on text. I think the diary would be
different if it was written by a girl
who had grown up in England
because she would not be
surprised by how big the airports
are or how many people have a
car”.
In most reading
 Some simple connections
between texts identified. E.g.
similarities in plot, topic, or books
by same author, about same
characters
Standards file Trevor, (Secure
level 4) – level 3 in this AF.
Teacher's question: “Which of
these advertisements is the more
successful?” Trevor: ..“it is still
the better advert because it is
better laid out to read and attracts
your attention. The Full of Beans
advert is not so interesting.”
 Recognition of some
features of the context of
texts, e.g. historical setting,
social or cultural background
KS2 Standards files do not have page numbers.
Numbers have been ascribed with the cover as page 1.