The Guide Oxford Assessment Levellingassets.oxfordowl.co.uk/2014/10/29/15/13/15/6/Levelling_hndk_Section1.pdf · Oxford Assessment & Levelling Guide Assessment and text levelling

Oxford Assessment & Levelling

For Reading

Using the Oxford Ros WilsonReading Criterion Scale

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The Guide

830732_Levelling_Hbk.indd 1 26/11/2013 09:59

Contents

Contents

Introduction 3

Assessment 5

Assessment and the Oxford Ros Wilson Reading Criterion Scale 5

The Reading Criterion Scale and other assessment and levelling systems 6

The Reading Criterion Scale and the National Curricula 7

Assessing phonics 22

How to use the Reading Criterion Scale for assessment 22

The Reading Criterion Scale charts 30

Levelling 42

Why text levelling is important 42

Oxford Levels 1 to 20 43

Resources matched to Oxford Levels 64

Oxford Assessment & Levelling Guide


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Assessment and text levelling – the key to reading successThe aim of this guide is to help you ensure that all of your children develop their full potential as readers. As a teacher, you know how crucial it is that every child should become a confident and successful reader – and that reading development doesn’t stop once children are able to decode text independently, but continues throughout the Primary years and beyond. This guide will help you to:

assess every child’s reading development to get a good understanding of where they are at the moment, and what they need to do next in order to move on;

find exactly the right books for individual children and groups of children to read, matched to their reading development.

Whether you are teaching Reception (P1) children who are just beginning to read, or Year 6 (P7) children who are confident, independent and wide-ranging readers, this guide will help you to identify children’s strengths and weaknesses and plan the appropriate next steps in their learning.

Introduction How to use Oxford Assessment and Levelling: overview

Step 1: Assess by finding out which skills on the Reading Criterion Scale children have achieved and which skills require further teaching. The number of criterion points achieved indicates a precise sub-Grade. For more information on assessment using the RCS, turn to page 22.

Step 2: Identify what level of book your child needs by matching the sub-Grade to an Oxford Level. Turn to the charts on pages 30 to 41 for more information on this.

Step 3: Choose from hundreds of Oxford books at the appropriate level for your child, depending on your reading purpose and the learning needs that the assessment has revealed. For information about the Oxford Levels, turn to pages 42 to 63. For more information about Oxford resources, turn to page 64.

You can even broaden your knowledge of books at the right Oxford Level further to include the best from the world of children’s literature, as well as Oxford books, by using Oxford BookMatch. (www.oxfordowl.co.uk)


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Regular, systematic assessment of children’s reading development is essential to the teaching process. Reading assessment helps you review children’s progress, and informs future teaching, both for individual children and for groups. While assessment is an important activity in its own right, a good assessment tool (such as the Reading Criterion Scale) provides you with much more. It is diagnostic and informs the next steps in teaching and learning. However, once you have assessed a child’s reading development, you still need to know what materials to give them to move them on in their reading. This is where text levelling comes in.

Text levelling is the process by which Oxford University Press ensures that books reflect and support children’s developing needs and abilities. A rigorous set of criteria (see pages 43 to 63) has been created to ensure that the books at each Oxford Level provide just the right amount of practice with key skills, and also allow scope to stretch children’s abilities. As well as paying attention to the surface and structural features of a text, the levelling process also looks at factors which enhance children’s enjoyment of books. In this way, as well as developing reading skills and stamina, children also develop a real enthusiasm for books. This enthusiasm, coupled with effective teaching, will help children become skilful and expert readers by the time they leave Year 6 (P7).

This book is divided into two sections – Assessment and Levelling. At the heart of the Assessment section is the Reading Criterion Scale, a rigorous and comprehensive assessment tool which gives a detailed description of children’s reading skills and abilities at each stage of their reading development. The Reading Criterion Scale is divided into seven Grades, with Emergent Grade corresponding to the earliest stage of reading development and Grade 6 corresponding to the level that may be reached by the most able readers at the end of Year 6 (P7). Using the Reading Criterion Scale, you can confidently assess children’s current reading ability and plan the next teaching steps in order to ensure they progress. Full instructions for using the Reading Criterion Scale are given on pages 22 to 25 of this guide.

Having assessed children’s reading development, you can then use the Levelling section to identify the Oxford Levels that are most appropriate for your children. You can then select from the Oxford University Press books (and other texts from the world of children’s literature by using Oxford Bookmatch) at these Levels to find appropriate and inspiring texts to help your children move on as readers. For more information on Oxford resources turn to page 64.

The Reading Criterion Scale as an everyday teaching toolAs well as offering unparalleled support for assessment, the Reading Criterion Scale is also extremely useful in your day-to-day teaching, since you can use the reading criteria to help you structure guided and group reading sessions. They can act as a prompt to help you construct appropriate questions and activities for children in their everyday reading sessions, as well as at assessment time.

Oxford Levels and the Reading Criterion ScaleOxford Levels are based closely on the Reading Criterion Scale, which has been created by Ros Wilson, Sarah Threlkeld-Brown and Andrell Education following years of detailed research and first-hand experience of how children develop as readers. The Reading Criterion Scale is also used within Andrell Education’s Big Reading (a teaching methodology for reading). For more information about Big Reading, turn to page 64.

How Oxford Assessment

and Levelling can help you

How to use this guide


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Assessment and the Reading Criterion Scale The Reading Criterion Scale is the cornerstone of the reading assessment approach outlined in this guide. It describes the reading ‘journey’ that children make, from their first pre-reading steps at Emergent Grade to their complex and intricate understanding of texts at Grades 5 and 6 (see page 6 to understand how the Reading Criterion Scale Grades relate to other assessment systems). The Reading Criterion Scale breaks down children’s reading development into small steps so that it is easy to identify the stage children have reached, and to work out what each child needs to do next. The NFER’s research project into the usability and effectiveness of the Reading Criterion Scale found it to be effective in improving teachers’ knowledge of how to progress children’s reading and identifying next steps in learning. (Reading Criterion Scale: Quantitative Evaluation and Usability 2013)

Ros WilsonRos has over forty-eight years’ experience in education, including twenty-seven years in schools, ten years in Senior Management positions and fourteen years in advisory and inspection work. She has taught in primary, middle and secondary schools in England and overseas, and has wide experience in teaching and advising on raising achievement for pupils with English as an additional language and also pupils with special educational needs.

Ros has a Masters Degree in Education, specializing in assessment. As well as being the co-creator of the Reading Criterion Scale and the Big Reading programme, she is also the creator of the widely used Big Writing approach to raising standards in writing.

Sarah Threlkeld-BrownSarah is the co-developer and lead consultant on Big Reading for Andrell Education. Sarah has spent the last three years developing the Reading Criterion Scale, including extensive and detailed trialling and testing of the Reading Criterion Scale in a wide range of schools across the country. As a result of Sarah’s hands-on research, the Reading Criterion Scale is a thoroughly reliable and focused assessment tool which reflects the reality of classroom teaching and learning.

Assessment

“Through the extensive and continuous trialling of the

Scale we have no doubts of the excellent opportunities it

supports, to know and develop children’s reading in an

atmosphere of shared dialogue with pupils from the spectrum

of levels. Excellent targets, linked to developing progress,

supported both schools in their aims of providing knowledge

of engaged readers, and supporting raising progress.”

(Lead teacher on using the Reading Criterion Scale across a number of different schools)

“Reading is now showing outstanding progress in

most cohorts thanks to your input, using Big Reading to

teach reading and, of course, using the Reading Criterion Scale to show exactly where

each child is on their reading journey and where they need

to go next. This is the best thing that has happened

to our school!”(Headteacher)


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The Reading Criterion Scale and other assessment and levelling systemsThe chart below shows how the Reading Criterion Scale relates to Oxford Levels, old National Curriculum levels (for guidance on how the Reading Criterion Scale matches the expectations of the new National Curriculum in England see pages 7–11), Book Bands and Reading Recovery levels as well as Read Write Inc. (RWI) levels. The links between the Reading Criterion Scale, Book Bands and Reading Recovery are approximate and are given for general guidance only.

Oxford Level Best-fit Reading Criterion Scale Grade

Best-fit old National Curriculum Level

Best-fit Book Band Best-fit Reading Recovery Levels

Best-fit RWI Levels

Level 1 Emergent W Lilac 1

Level 1+ Emergent Plus W Plus Pink 2 Ditties, Green, Purple

Level 2 Grade 1c 1c Red 3–5 Purple, Pink, Orange

Level 3 Grade 1b 1b Yellow 6–8 Pink, Orange

Level 4 Grade 1b 1b Light Blue 9–11 Pink, Orange, Yellow

Level 5 Grade 1a 1a Green 12–14 Yellow, Blue

Level 6 Grade 1a 1a Orange 15–16 Yellow, Blue

Level 7 Grade 2c 2c Turquoise 17–18 Blue

Level 8 Grade 2c 2c Purple 19–20 Blue

Level 9 Grade 2b 2b Gold, Brown 21–22 Grey

Level 10 Grade 2a 2a White, Brown 23–24 Grey

Level 11 Grade 3c 3c Lime, Brown 25–26

Level 12 Grade 3c 3c Grey 26–27

Level 13 Grade 3b 3b Grey 27

Level 14 Grade 3a 3a Grey 28

Level 15 Grade 4c 4c Dark Blue 29

Level 16 Grade 4b 4b Dark Blue 30

Level 17 Grade 4a 4a Dark Red

Level 18 Grade 5c 5c Dark Red

Level 19 Grade 5b 5b Dark Red

Level 20 Grade 5a/6 5a/6c Dark Red

Taken from Cog Dog, Project X Phonics


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The Reading Criterion Scale and the National CurriculaThe Reading Criterion Scale describes the detailed steps children make as they learn to read, and presents this information in a format that is specifically designed to facilitate assessment. It represents the skills hierarchy common to all children’s development regardless of curriculum, and it is therefore curriculum neutral. However, some additions and adaptations have been made in order to ensure that the Reading Criterion Scale specifically and fully delivers all the expectations in the new National Curriculum for England for 2014. The sections that follow explain how the Reading Criterion Scale fits with the requirements of the different UK curricula.

The Reading Criterion Scale and the Early Years Foundation Stage in England: ReadingStatutory requirements: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

The chart below is based on Development Matters – non-statutory guidance material which fleshes out the statutory requirements of the EYFS and supports practitioners in implementing them.

Development Matters guidelines: 30 to 50 months Reading Criterion Scale link

Enjoys rhyming and rhythmic activities; shows awareness of rhyme and alliteration; recognizes rhythm in spoken words

RCS Emergent Grade, criterion 1

Listens to and joins in with stories and poems, one-to-one and also in small groups; joins in with repeated refrains and anticipates key events and phrases in rhymes and stories

RCS Emergent Grade, criteria 1, 9, 19

Beginning to be aware of the way stories are structured; suggests how the story might end; listens to stories with increasing attention and recall; describes main story settings, events and principal characters

RCS Emergent Grade, criteria 7, 8, 9, 10, 18, 19, 21, 23, 24, 25

Shows interest in illustrations and print in books, and print in the environment; recognizes familiar words and sounds such as own name and advertising logos

RCS Emergent Grade, criteria 5, 6, 12, 21

Looks at books independently; handles books carefully; knows information can be relayed in the form of print; holds books the correct way up and turns pages; knows that print carries meaning and, in English, is read from left to right and top to bottom

RCS Emergent Grade, criteria 2, 3, 4, 11, 12, 13

Development Matters guidelines: 40 to 60+ months Reading Criterion Scale link

Continues a rhyming string; hears and says the initial sounds in words RCS Emergent Grade, criterion 15

Can segment the sounds in simple words and blend them together, and knows which letters represent some of them; links sounds to letters, naming and sounding the letters of the alphabet

RCS Emergent Grade, criteria 14, 15, 16, 17, 22

Begins to read words and simple sentences RCS Emergent Grade, criteria 16, 17, 20, 22

Uses vocabulary and forms of speech that are increasingly influenced by their experience of books; enjoys an increasing range of books; knows that information can be retrieved from books and computers

RCS Emergent Grade, criteria 1, 7, 8, 9, 10, 18, 21, 25, 26

By the end of the Reception year children should reach around Reading Criterion Scale Emergent Grade Plus to be in line with new National Curriculum attainment expectations – see chart on page 31 for details.


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The Reading Criterion Scale and the National Curriculum in England

Year 1 Programme of Study for ReadingWORD READINGNational Curriculum objective

Reading Criterion Scale link

Pupils should be taught to: apply phonic knowledge and skills as the route to decode words

RCS Grade 1, criteria 4, 19

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

RCS Emergent Grade, criterion 14; Grade 1, criterion 19

read accurately by blending sounds in unfamiliar words containing Grapheme Phoneme Correspondences (GPCs) that have been taught

RCS Emergent Grade, criterion 16; Grade 1, criteria 4, 19

read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

RCS Grade 1, criteria 3, 13, 14, 18, 19

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings RCS Grade 1, criteria 4, 19

read other words of more than one syllable that contain taught GPCs RCS Grade 1, criteria 4, 19

read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)

Words with contractions feature in RCS Year 1 (P2) and 2 (P3) high-frequency word list

read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

The choice of books is left to teacher and child but will include decodable books.

re-read these books to build up their fluency and confidence in word reading RCS assumes children are re-reading.

COMPREHENSIONNational Curriculum objective


develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

RCS Grade 1, criterion 5

being encouraged to link what they read or hear read to their own experiences RCS Grade 1, criterion 22

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

RCS Grade 1, criteria 9, 10, 20

recognizing and joining in with predictable phrases RCS Grade 1, criterion 10

learning to appreciate rhymes and poems, and to recite some by heart RCS Grade 1, criterion 10

understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher


checking that the text makes sense to them as they read and correcting inaccurate reading RCS Grade 1, criterion 25

discussing the significance of the title and events RCS Grade 1, criteria 11, 21, 22

making inferences on the basis of what is being said and done RCS Grade 1, criteria 22, 24

predicting what might happen on the basis of what has been read so far RCS Grade 1, criteria 21, 22

participating in discussion about what is read to them, taking turns and listening to what others say RCS Grade 1, criteria 8, 15, 24

explaining clearly their understanding of what is read to them RCS Grade 1, criteria 8, 15, 24

The chart above shows how the National Curriculum expectations for this year fit with the Reading Criterion Scale Grades which most children in the class are likely to be working at. By the end of Year 1 children should reach around Reading Criterion Scale Grade 1a to be in line with new National Curriculum attainment expectations – see chart on page 32 for details.


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Year 2 Programme of Study for ReadingWORD READINGNational Curriculum objective


Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent


read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognizing alternative sounds for graphemes


read accurately words of two or more syllables that contain the same GPCs as above RCS Grade 2, criterion 20

read words containing common suffixes RCS Grade 2, criterion 20

read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word


read most words quickly and accurately when they have been frequently encountered without overt sounding and blending


read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation


re-read these books to build up their fluency and confidence in word reading RCS assumes children are re-reading.



develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which they can read independently

RCS Grade 2, criteria 7, 8, 15, 16, 17, 27, 28, 29

discussing the sequence of events in books and how items of information are related RCS Grade 2, criteria 4, 13, 15, 16, 17, 24, 27

becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales RCS Grade 2, criteria 4, 24

being introduced to non-fiction books that are structured in different ways RCS Grade 2, criteria 9, 13, 17, 18, 29, 30

recognizing simple recurring literary language in stories and poetry RCS Grade 2, criteria 23, 26

discussing their favourite words and phrases RCS Grade 2, criterion 23, 26

continuing to build up a repertoire of poems learned by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear


understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher


checking that the text makes sense to them as they read and correcting inaccurate reading RCS Grade 2, criterion 11

making inferences on the basis of what is being said and done RCS Grade 2, criterion 27, 28

answering and asking questions RCS Grade 2, criteria 6, 13, 16, 18, 25, 31

predicting what might happen on the basis of what has been read so far RCS Grade 2, criterion 14

participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

RCS Grade 2, criteria 8, 15, 16, 17, 23, 25, 26, 27, 28

explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves


The chart above shows how the National Curriculum expectations for this year fit with the Reading Criterion Scale Grades which most children in the class are likely to be working at. New National Curriculum expectations indicate that by the end of Year 2 the majority of children should be a high Grade 2 and some should be working within Grade 3. See charts on pages 33 to 34 for details.


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Years 3 and 4 Programme of Study for ReadingWORD READINGNational Curriculum objective


Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet

RCS Grade 2, criterion 10, 20, 23 RCS Grade 3, criteria 1, 15

read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word




Pupils should be taught to develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

RCS Grade 3, criteria 18, 19, 25, 28

reading books that are structured in different ways and reading for a range of purposes RCS Grade 3, criteria 3, 5, 7, 8, 18, 19, 28

using dictionaries to check the meaning of words that they have read RCS Grade 3, criterion 10

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

RCS Grade 3, criterion 3, 7

identifying themes and conventions in a wide range of books RCS Grade 3, criteria 4, 5, 7, 18, 19, 28

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action


discussing words and phrases that capture the reader’s interest and imagination RCS Grade 3, criteria 9, 15, 17

recognizing some different forms of poetry (e.g. free verse, narrative poetry) RCS Grade 3, criterion 19

understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context


asking questions to improve their understanding of a text RCS Grade 2, criterion 25, 31 RCS Grade 3, criteria 13, 25

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence


predicting what might happen from details stated and implied RCS Grade 3, criteria 5, 25, 29

identifying main ideas drawn from more than one paragraph and summarizing these RCS Grade 3, criteria 3, 4, 8, 22, 23

identifying how language, structure, and presentation contribute to meaning RCS Grade 3, criteria 8, 9, 17, 18, 19

retrieving and recording information from non-fiction RCS Grade 3, criteria 3, 10, 22, 23

participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say


The chart above shows how the National Curriculum expectations for this pair of years fit with the Reading Criterion Scale Grades which most children in the class are likely to be working at. New National Curriculum expectations indicate that by the end of Year 3 the majority of children should be a secure 3b or higher and some may be moving into Grade 4. By the end of Year 4 the majority of children should be around Grade 4c or higher and some might be completing Grade 4. See charts on pages 35 to 38 for details.


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Years 5 and 6 Programme of Study for ReadingWORD READINGNational Curriculum objective


Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1, both to read aloud and to understand the meaning of new words that they meet

RCS Grade 4, criterion 1 RCS Grade 5, criterion 1



Pupils should be taught to maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

RCS Grade 4, criteria 10, 16, 18, 28 RCS Grade 5 criteria 9, 13, 19, 20, 21

reading books that are structured in different ways and reading for a range of purposes RCS Grade 4, criteria 16, 18, 19 RCS Grade 5, criteria 8, 9,19

increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

RCS Grade 4, criteria 10, 16, 18, 28 RCS Grade 5, criteria 9, 13, 19, 20, 21

recommending books that they have read to their peers, giving reasons for their choices RCS Grade 4, criteria 24, 29 RCS Grade 5, criteria 9, 12, 16

identifying and discussing themes and conventions in and across a wide range of writing RCS Grade 4, criteria 10, 16, 17,19, 29 RCS Grade 5, criteria 8, 10, 16, 20

making comparisons within and across books RCS Grade 4, criteria 6, 12, 18, 19, 28RCS Grade 5, criteria 9, 12, 16, 19

learning a wider range of poetry by heart Learning by heart is not specifically a reading skill, so it is not assessed in the RCS.

preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience


understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

RCS Grade 4, criteria 5, 30RCS Grade 5, criterion 1

asking questions to improve their understanding RCS Grade 4, criterion 32 RCS Grade 5, criteria 4, 18

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

RCS Grade 4, criteria 6, 8, 9, 17, 22, 23, 30, 31, 32RCS Grade 5, criteria 4, 6, 7, 10, 20

predicting what might happen from details stated and implied RCS Grade 4, criteria 6, 15, 30 RCS Grade 5, criteria 4, 18

summarizing the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

RCS Grade 4, criteria 2, 14, 20, 30, 32 RCS Grade 5, criteria 3, 11

identifying how language, structure and presentation contribute to meaning RCS Grade 4, criteria 3, 10, 12, 13, 14, 16, 18, 19, 20 RCS Grade 5, criteria 8, 15, 16, 19, 20

discussing and evaluating how authors use language, including figurative language, considering the impact on the reader

RCS Grade 4, criteria 12, 13, 22, 25, 26 RCS Grade 5, criteria 5, 12, 14, 15, 16, 17, 20

distinguishing between statements of fact and opinion RCS Grade 4, criterion 11retrieving, recording and presenting information from non-fiction RCS Grade 4, criteria 2, 3, 14

RCS Grade 5, criteria 3, 11participating in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

RCS Grade 4, criteria 8, 12, 13, 16, 17, 19, 22, 24, 25, 28, 32 RCS Grade 5, criteria 4, 6, 8, 9, 15, 20, 21

explaining and discussing their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

RCS Grade 4, criteria 8, 12, 13, 16, 17, 19, 22, 24, 25, 28, 32 RCS Grade 5, criteria 4, 6, 8, 9, 15, 20, 21

providing reasoned justifications for their views RCS Grade 4, criteria 8, 12, 13, 16, 17, 19, 22, 24, 25, 28, 32RCS Grade 5, criteria 4, 6, 7, 8, 9, 15, 20, 21

The chart above shows how the National Curriculum expectations for this pair of years fit with the Reading Criterion Scale Grades which most children in the class are likely to be working at. New National Curriculum expectations indicate that by the end of Year 5 the majority of children should have reached Grade 4a and some may be working within Grade 5. By the end of Year 6 the majority of children should be around Grade 5b or higher and some may be working within Grade 6. See charts on pages 37 to 39 for details.


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The Reading Criterion Scale and the Scottish Curriculum for Excellence

Curriculum for Excellence: Early LevelEnjoyment and choice Reading Criterion Scale link

I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. (LIT 0–01a, LIT 0–20a)

RCS Emergent Grade, criteria 1, 14, 15, 16, 17, 19, 25

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)

RCS Emergent Grade, criteria 1, 4, 7, 9, 10,

Tools for reading Reading Criterion Scale link

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)

RCS Emergent Grade, criteria 5, 12, 13, 14, 15, 16, 17, 20, 22

Finding and using information Reading Criterion Scale link

I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. (LIT 0–14a)


Understanding, analysing, evaluating Reading Criterion Scale link

To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. (LIT 0–07a, LIT 0–16a, ENG 0–17a)


I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. (LIT 0–19a)

RCS Emergent Grade, criteria 1, 6, 7, 8, 10, 18, 21, 23, 24, 25

Curriculum for Excellence: First LevelEnjoyment and choice Reading Criterion Scale link

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. (LIT 1–11a)

RCS Grade 1, criteria 5, 15, 17, 24 RCS Grade 2, criteria 5, 7, 15, 28


I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. (ENG 1–12a)

RCS Grade 1, criteria 1, 2, 3, 4, 12, 13, 14, 18, 19, 25 RCS Grade 2, criteria 1, 2, 3, 10, 11, 12, 19, 20, 21, 22

I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear. (LIT 1–13a)

RCS Grade 1, criteria 4, 6, 11, 19, 21, 22, 25 RCS Grade 2, criteria 2, 5, 10, 11, 14, 18, 25, 29, 30, 31


Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. (LIT 1–14a)

RCS Grade 1, criteria 7, 8, 11, 21, 22, 23, 24 RCS Grade 2, criteria 4, 6, 9, 13, 14, 15, 17, 18, 24, 25, 27, 28, 29, 30, 31

I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. (LIT 1–15a)

RCS Grade 1, criterion 23 RCS Grade 2, criteria 6, 13, 24, 25


To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. (LIT 1–16a)

RCS Grade 1, criterion 8, 20 RCS Grade 2, criteria 4, 13, 15, 24, 25

To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. (ENG 1–17a)

RCS Grade 1, criteria 7, 8, 9, 11, 20, 21, 22, 23, 24 RCS Grade 2, criteria 4, 6, 7, 8, 13, 14, 15, 16, 17, 18, 23, 24, 25, 26, 27, 28, 29, 30, 31

To help me develop an informed view, I can recognize the difference between fact and opinion. (LIT 1–18a) RCS Grade 3, criterion 26

I can share my thoughts about structure, characters and/or setting, recognize the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features. (ENG 1–19a)

RCS Grade 1, criteria 8, 10, 16, 17, 22, 24 RCS Grade 2, criteria 7, 8, 15, 17, 23, 26, 29


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Curriculum for Excellence: Second LevelEnjoyment and choice Reading Criterion Scale link

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. (LIT 2–11a)

RCS Grade 3, criterion 7 RCS Grade 4, criteria 1, 24, 28, 29RCS Grade 5, criteria 9, 12, 13, 16, 18, 19


Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. (ENG 2–12a)

RCS Grade 3, criteria 1, 5, 15, 18, 19, 21 RCS Grade 4, criteria 1, 3, 5, 19, 27RCS Grade 5, criteria 1, 2, 8

I can select and use a range of strategies and resources before I read, and as I read, to make meaning clear, and give reasons for my selection. (LIT 2–13a)

RCS Grade 3, criteria 1, 10, 15, 22, 23 RCS Grade 4, criteria 2, 3, 6, 9, 14, 15, 17, 20, 21, 25, 30, 32RCS Grade 5, criteria 3, 4, 11, 16, 18, 19


Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. (LIT 2–14a)

RCS Grade 3, criteria 3, 8, 10, 12, 18, 19, 22, 23, 28 RCS Grade 4, criteria 2, 3, 4, 10, 11, 14, 18, 19, 21, 32RCS Grade 5, criteria 3, 4, 5, 6, 8, 9, 10, 11, 19, 20, 21

I can make notes, organize them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. (LIT 2–15a)

RCS Grade 3, criterion 23 RCS Grade 4, criterion 14RCS Grade 5, criteria 3, 11


To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. (LIT 2–16a)

RCS Grade 3, criteria 3, 4, 5, 8, 13, 18, 19, 22, 25, 27, 28, 29 RCS Grade 4, criteria 2, 3, 25RCS Grade 5, criteria 3, 11, 16, 19, 20, 21

To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. (ENG 2–17a)

RCS Grade 3, criteria 3, 4, 5, 6, 9, 10, 12, 13, 14, 15, 16, 17, 19, 22, 23, 24, 25, 26, 27, 28, 29RCS Grade 4, criteria 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 25, 28, 29, 30, 31, 32RCS Grade 5, criteria 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21

To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognize when I am being influenced, and have assessed how useful and believable my sources are. (LIT 2–18a)

RCS Grade 3, criteria 9, 17, 25, 26 RCS Grade 4, criteria 11, 12, 13, 21, 25, 31RCS Grade 5, criteria 5, 6, 10, 12, 14, 15, 16, 17, 20

I can: discuss structure, characterization and/or setting; recognize the relevance of the writer’s theme and how this relates to my own and others’ experiences; discuss the writer’s style and other features appropriate to genre. (ENG 2–19a)

RCS Grade 3, criteria 4, 5, 6, 9, 12, 13, 14, 16, 17, 18, 19, 24, 25, 27, 28, 29 RCS Grade 4, criteria 8, 13, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, 29, 31, 32RCS Grade 5, criteria 7, 8, 10, 12, 15, 16, 19, 20, 21

Taken from Gizmo, TreeTops Chucklers


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Curriculum for Excellence: Third LevelEnjoyment and choice Reading Criterion Scale link

I regularly select and read, listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response.I can identify sources to develop the range of my reading. (LIT 3–11a)



Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. (ENG 3–12a)


I can select and use a range of strategies and resources I find most useful before I read, and as I read, to monitor and check my understanding. (LIT 3–13a)



Using what I know about the features of different types of texts, I can find, select, sort, summarize, link and use information from different sources. (LIT 3–14a)

RCS Grade 5, criteria 3, 4, 7, 8, 11, 18, 19

I can make notes, organize them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. (LIT 3–15a)



To show my understanding across different areas of learning, I can: identify and consider the purpose, main concerns or concepts and use supporting detail; make inferences from key statements; identify and discuss similarities and differences between different types of text. (LIT 3–16a)

RCS Grade 5, criteria 3, 5, 6, 10, 11, 18, 19

To show my understanding, I can comment, with evidence, on the content and form of short and extended texts, and respond to literal, inferential and evaluative questions and other types of close reading tasks. (ENG 3–17a)

RCS Grade 5, criteria 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20, 21

To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognize persuasion and assess the reliability of information and the credibility and value of my sources. (LIT 3–18a)

RCS Grade 5, criteria 5, 6, 9, 10, 12, 14, 17, 20, 21

I can discuss and evaluate the structure, characterization and/or setting using some supporting evidence; identify the main theme of the text and recognize the relevance this has to my own and others’ experiences; identify and comment on aspects of the writer’s style and other features appropriate to genre using some relevant evidence. (ENG 3–19a)

RCS Grade 5, criteria 5, 6, 7, 8, 9, 10, 11, 16, 18, 19, 20, 21

Taken from The Big Little Dinosaur, TreeTops Fiction


15


The Reading Criterion Scale and the Northern Ireland Curriculum

Northern Ireland Curriculum: Level 1 ReadingPupils can: Reading Criterion Scale link

show understanding of the meaning carried by print, pictures and images RCS Emergent Grade, criteria 6, 10, 12, 18, 19, 21, 23, 24, 26 RCS Grade 1, criteria 6, 7, 8, 10, 11, 21, 22, 25

understand that words are made up of sounds and syllables and that sounds are represented by letters

RCS Emergent Grade, criteria 11, 12, 13, 14, 15, 16, 17, 22 RCS Grade 1, criteria 1, 4, 19

use reading strategies RCS Emergent Grade, criteria 12, 14, 15, 16, 17, 20, 22 RCS Grade 1, criteria 1, 3, 4, 6, 7, 11, 12, 13, 14, 18, 19, 21, 22, 23, 25

read and understand familiar words, signs and symbols in the environment RCS Emergent Grade, criteria 5, 20, 26RCS Grade 1, criteria 6, 13, 14, 18

use visual clues to locate information RCS Emergent Grade, criteria 6, 21, 26 RCS Grade 1, criteria 6, 7, 10, 11, 21, 23

use language associated with texts RCS Emergent Grade, criteria 8, 11, 19, 23, 24, 25 RCS Grade 1, criteria 1, 2, 8, 9, 10, 16, 17, 20, 24

talk about what they read and answer questions RCS Emergent Grade, criteria 1, 7, 8, 10, 18, 21, 23, 24, 25 RCS Grade 1, criteria 7, 8, 9, 10, 11, 15, 17, 20, 21, 22, 23, 24

Northern Ireland Curriculum: Level 2 ReadingEngaging with a range of short, simple texts, both reading aloud and silently, pupils can:


understand, recount and sequence events and information RCS Grade 1, criteria 7, 8, 9, 20, 23 RCS Grade 2, criteria 4, 6, 13, 14, 16, 24, 25, 27, 28 RCS Grade 3, criteria 3, 4, 5, 6, 12, 13, 14, 16, 17, 22, 23, 24, 25, 26, 27, 29

use a range of reading strategies RCS Grade 1, criteria 1, 3, 4, 6, 7, 11, 12, 13, 14, 18, 19, 21, 22, 23, 25 RCS Grade 2, criteria 1, 2, 3, 10, 11, 12, 13, 14, 19, 20, 21, 22, 23, 28, 31RCS Grade 3, criteria 1, 2, 5, 7, 11, 15, 20, 21, 22, 27, 29

use basic alphabetical knowledge and visual clues to locate information RCS Grade 1, criteria 6, 7, 10, 11, 21, 23 RCS Grade 2, criteria 6, 13, 25, 30 RCS Grade 3, criteria 10, 22

recognize some forms and features of texts RCS Grade 1, criterion 10 RCS Grade 2, criteria 9, 17, 18, 29, 30 RCS Grade 3, criteria 8, 18, 19, 28

ask questions to seek clarification that develops understanding RCS Grade 1, criteria 8, 21, 22, 24, 25 RCS Grade 2, criteria 11, 14, 16, 28, 31 RCS Grade 3, criteria 4, 5, 13, 15, 16, 24, 29

express opinions and make predictions RCS Grade 1, criteria 11, 15, 17, 21, 22, 24 RCS Grade 2, criteria 7, 8, 14, 15, 16, 27, 28 RCS Grade 3, criteria 4, 5, 7, 12, 16, 25, 29

Dragon character taken from Project X Origins


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Northern Ireland Curriculum: Level 3 ReadingEngaging with a range of longer texts for a variety of purposes, both reading aloud and silently, pupils can:


recognize, understand and sequence main points RCS Grade 4, criteria 2, 3, 8, 14, 32

paraphrase with general accuracy RCS Grade 4, criteria 2, 8, 14, 15, 25, 30, 32

choose and use reading strategies independently RCS Grade 4, criteria 1, 2, 3, 5, 6, 9, 14, 27, 30, 32

use organizational features, including alphabetical order, to locate and obtain information


understand that there are different forms and features of texts RCS Grade 4, criteria 3, 10, 16, 18, 19

make deductions using information from the text RCS Grade 4, criteria 3, 4, 8, 14, 17, 30, 32

ask and respond to questions to extend understanding RCS Grade 4, criteria 3, 4, 5, 6, 9, 13, 14, 15, 17, 21, 22, 23, 24, 25, 31, 32

express opinions and give reasons RCS Grade 4, criteria 6, 7, 8, 9, 11, 12, 13, 15, 17, 19, 21, 22, 23, 24, 25, 29, 30, 32

Northern Ireland Curriculum: Level 4 ReadingEngaging with a range of texts of varying lengths for a variety of purposes, pupils can:


show understanding by identifying and summarizing information RCS Grade 4, criteria 2, 3, 8, 14, 32 RCS Grade 5, criteria 3, 5, 6, 7, 11, 19

paraphrase RCS Grade 4, criteria 2, 8, 14, 15, 25, 30, 32 RCS Grade 5, criteria 3, 5, 11

read independently RCS Grade 4, criteria 1, 2, 3, 5, 6, 9, 14, 27, 30, 32 RCS Grade 5, criteria 1, 2, 3, 4, 5, 6, 7, 10, 11, 18, 19, 20

locate relevant information and use it appropriately RCS Grade 4, criteria 3, 10, 14, 19 RCS Grade 5, criteria 3, 4, 7, 8, 11, 18, 19, 20, 21

recognize main features and understand how these are linked to form and purpose RCS Grade 4, criteria 3, 10, 16, 18, 19 RCS Grade 5, criteria 5, 6, 8, 9, 15, 16, 19, 20

understand explicit meanings and recognize some implicit meanings RCS Grade 4, criteria 3, 4, 6, 8, 9, 13, 14, 15, 17, 21, 23, 25, 30, 31, 32 RCS Grade 5, criteria 3, 4, 5, 6, 7, 10, 11, 14, 17, 20, 21

explain opinions about what they read RCS Grade 4, criteria 6, 7, 8, 9, 11, 12, 13, 15, 17, 19, 21, 22, 23, 24, 25, 29, 30, 32 RCS Grade 5, criteria 4, 5, 6, 7, 9, 12, 14, 16, 18, 20, 21

Northern Ireland Curriculum: Level 5 ReadingEngaging with a range of texts of varying lengths for a variety of purposes, including texts written for a wider audience, pupils can:


show understanding by identifying and summarizing information, ideas and details RCS Grade 5, criteria 3, 5, 6, 7, 11, 19

select and manage information from a range of sources RCS Grade 5, criteria 3, 11, 18, 19, 20

describe language, structure and presentation RCS Grade 5, criteria 1, 8, 9, 14, 15, 16, 17, 19, 20

understand some implicit meanings and attitudes RCS Grade 5, criteria 4, 5, 6, 7, 10, 14, 17, 20, 21

differentiate between fact and opinion RCS Grade 4, criterion 11

make reference to text to support opinions and draw conclusions RCS Grade 5, criteria 4, 5, 6, 7, 9, 12, 14, 16, 18, 20, 21


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The Reading Criterion Scale and the National Curriculum for WalesNational Curriculum for Wales: Reception

Reading strategies Reading Criterion Scale linkChoose reading materials including books RCS Emergent Grade, criteria 4, 7Recognize that words are constructed from phonemes (sounds) and that phonemes are represented by graphemes (written letters):– blend combinations of letters– segment combinations of letters

RCS Emergent Grade, criteria 14, 15, 17, 22

Read simple words such as consonant–vowel–consonant words RCS Emergent Grade, criterion 16, 17Read simple captions and texts recognizing high-frequency words RCS Emergent Grade, criteria 5, 20, 22Show an awareness of full stops when reading RCS Grade 1, criteria 2, 12Show an awareness of the difference between stories and information texts RCS Emergent Grade, criterion 26

RCS Grade 1, criterion 10Make meaning from visual features of the text, e.g. illustrations, photographs, diagrams and charts RCS Emergent Grade, criterion 6, 26Recognize and make meaning from words and pictures on-screen RCS Emergent Grade, criterion 26Comprehension Reading Criterion Scale linkRetell familiar stories in a simple way RCS Emergent Grade, criteria 8, 23, 24, 25Identify information from a text using visual features and words RCS Emergent Grade, criteria 8, 26Relate information and ideas from a text to personal experience RCS Grade 1, criterion 22Response and analysis Reading Criterion Scale linkShow an interest in books and other reading materials and respond to their content RCS Emergent Grade, criteria 1, 7, 9, 10Follow texts read to them and respond appropriately RCS Emergent Grade, criteria 1, 7, 9, 10

National Curriculum for Wales: Year 1Reading strategies Reading Criterion Scale linkChoose reading materials and explain what the text is about and why they like it RCS Grade 1, criteria 8, 15, 17, 20, 23Apply the following reading strategies with increasing independence:– phonic strategies to decode words– recognition of high-frequency words– context clues, e.g. prior knowledge– graphic and syntactic clues– self-correction, including re-reading and reading ahead

RCS Grade 1, criteria 1, 2, 3, 4, 6, 12, 13, 14, 18, 19, 25

Read suitable texts with accuracy and fluency RCS Grade 1, criteria 6, 7, 12, 19, 25Read aloud with attention to full stops and question marks RCS Grade 1, criteria 2, 12

RCS Grade 2, criteria 3, 12, 22Read aloud with expression, showing awareness of exclamation and speech marks RCS Grade 1, criterion 12

RCS Grade 2, criterion 12Identify simple text features such as titles and pictures to indicate what the text is about RCS Grade 1, criteria 6, 7, 10, 11, 21Look for clues in the text to understand information RCS Grade 1, criteria 7, 8, 10, 11, 21, 25Understand the meaning of visual features and link to text, e.g. illustrations, photographs, diagrams and charts RCS Grade 1, criteria 6, 7, 10, 11Identify words and pictures on-screen which are related to a topic RCS does not distinguish between reading on paper and on-

screen in this respect.Comprehension Reading Criterion Scale linkRetell events from a narrative in the right order RCS Grade 1, criteria 9, 20Identify information related to the subject of a text RCS Grade 1, criteria 7, 8, 23Recall details from information texts RCS Grade 1, criteria 7, 8Use personal experience to support understanding of texts RCS Grade 1, criterion 22Response and analysis Reading Criterion Scale linkExpress a view about information in a text RCS Grade 1, criteria 8, 15Explore language, information and events in texts RCS Grade 1, criteria 7, 10, 17, 23, 24Make links between texts read and other information about the topic RCS Grade 2, criteria 10,14, 15, 31


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National Curriculum for Wales: Year 2Reading strategies Reading Criterion Scale link

Choose reading materials independently, giving reasons for their choices RCS Grade 2, criterion 5

Apply the following reading strategies with increasing independence to a range of familiar and unfamiliar texts:– phonic strategies – recognition of high-frequency words– context clues, e.g. prior knowledge– graphic and syntactic clues– self-correction, including re-reading and reading ahead

RCS Grade 2, criteria 1, 2, 3, 10, 11, 12, 14, 19, 20, 21, 22, 23, 27, 28

Read a range of suitable texts with increasing accuracy and fluency RCS Grade 2, criteria 2, 10, 11, 22

Read aloud with attention to punctuation, including full stops, question, exclamation and speech marks, varying intonation, voice and pace


Identify and use text features, e.g. titles, headings and pictures, to locate and understand specific information


Look for key words to find out what the text is about RCS Grade 2, criteria 6, 13, 25

Use the different features of texts to make meaning, e.g. pictures, charts and layout RCS Grade 2, criteria 17, 18, 28, 29, 30

Identify key words to search for information on-screen, and modify search words as necessary RCS assumes children will read on-screen as well as on paper.

Comprehension Reading Criterion Scale link

Recall and retell narratives and information from texts with some details RCS Grade 2, criteria 4, 24

Identify information from a text accurately and sort into categories or headings RCS Grade 2, criteria 6, 13, 25, 31

Explain relevant details from texts RCS Grade 2, criteria 16, 23, 27

Draw upon relevant personal experience and prior knowledge to support understanding of texts RCS Grade 2, criteria 7, 14, 28

Response and analysis Reading Criterion Scale link

Express views about information and details in a text RCS Grade 2, criteria 8, 15, 16, 26, 27, 29

Show understanding and express opinions about language, information and events in texts RCS Grade 2, criteria 8, 15, 16, 26, 27, 29

Make links between texts read and new information about the topic RCS Grade 2, criteria 14, 15, 31

Wilf character taken from TreeTops Time Chronicles


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Use a range of strategies to make meaning from words and sentences, including knowledge of phonics, root words, word families, syntax, text organization and prior knowledge of context

RCS Grade 2, criteria 1, 2, 10, 11, 14, 15, 17, 19, 20, 21, 23, 26, 28, 29RCS Grade 3, criteria 1, 11, 15, 20

Read short information texts independently with concentration RCS Grade 2, criteria 6, 9, 13, 17, 18, 29, 30, 31RCS Grade 3, criteria 1, 18, 22

Read aloud using punctuation to aid expression RCS Grade 2, criteria 3, 12, 22RCS Grade 3, criteria 2, 21

Skim to gain an overview of a text, e.g. topic, purpose RCS Grade 2, criterion 5RCS Grade 3, criterion 22

Look for specific information in texts using contents, indexes, glossaries, dictionaries RCS Grade 2, criteria 6, 13, 18, 25, 30, 31RCS Grade 3, criterion 10

Use visual clues, e.g. illustrations, photographs, diagrams and charts, to enhance understanding RCS Grade 2, criteria 5, 17, 29, 30RCS Grade 3, criteria 18, 22

Identify different purposes of texts, e.g. to inform, instruct, explain RCS Grade 2, criteria 9, 14, 15, 17RCS Grade 3, criteria 5, 18, 19

Identify how texts are organized, e.g. lists, numbered points, diagrams with arrows, tables and bullet points RCS Grade 2, criteria 13, 15, 17 18, 29, 30RCS Grade 3, criterion 18

Locate information on web pages using screen features, e.g. toolbars, side bars, headings, arrows RCS assumes children will read on-screen as well as on paper.


Accurately identify the topic and main ideas of a text, e.g. by highlighting, using key words of the text RCS Grade 2, criteria 6, 13, 24RCS Grade 3, criteria 3, 4, 9, 22, 23

Deduce ideas and information by linking explicit statements, e.g. cause and effect RCS Grade 2, criteria 16, 27RCS Grade 3, criteria 13, 23, 27

Take an interest in information beyond their personal experience RCS assumes that children will choose and read a wide range of non-fiction texts.


Use information from texts in their discussion or writing RCS Grade 2, criteria 6, 7, 13, 14, 15, 16, 25, 26, 27, 28, 29, 31RCS Grade 3, criteria 3, 4, 5, 6, 9, 12, 13, 14, 16, 17, 24, 25, 29

Make links between what they read and what they already know and believe about the topic RCS Grade 2, criteria 5, 7, 14, 31RCS Grade 3, criteria 5, 7, 29

Make links between texts read and new information about the topic RCS Grade 2, criteria 5, 7, 14, 31RCS Grade 3, criteria 5, 29

Badlaw character taken from Project X Alien Adventures


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Read extended texts independently for sustained periods RCS Grade 4, criteria 1, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 17, 21, 22, 23, 25, 30, 32

Identify how punctuation relates to sentence structure and how meaning is constructed in complex sentences


Use a range of strategies for skimming, e.g. finding key words, phrases, gist, main ideas, themes RCS Grade 4, criteria 2, 3, 14

Scan to find specific details using graphic and textual organizers, e.g. sub-headings, diagrams RCS Grade 4, criteria 2, 3, 19, 30

Identify features of texts, e.g. introduction to topic, sequence, illustrations, degree of formality RCS Grade 4, criteria 3, 10, 14, 16, 19

Use information from trusted sources, on-screen and on paper, selecting and downloading as necessary RCS assumes children will read and use on-screen information as well as printed information.


Show understanding of main ideas and significant details in texts, e.g. mindmapping showing hierarchy of ideas, flowchart identifying a process

RCS Grade 4, criteria 2, 3, 4, 14, 30, 32

Infer meaning which is not explicitly stated, e.g. what happens next? why did he/she do that? RCS Grade 4, criteria 6, 8, 9, 17, 22, 23, 25, 30

Identify and explore ideas and information that interest them RCS assumes that children will choose and read a wide range of texts


Gather and organize information and ideas from different sources RCS Grade 4, criteria 3, 9, 14, 15, 18, 19

Identify what the writer thinks about the topic, e.g. admires a historical figure, only interested in facts RCS Grade 4, criteria 11, 17, 21, 25




Read texts, including those with few visual clues, independently with concentration RCS Grade 3, criteria 1, 3, 4, 12, 13, 14, 16, 17, 18, 22, 23, 24, 25, 29

Use understanding of sentence structure and punctuation to make meaning RCS Grade 3, criteria 2, 20, 21

Skim to gain the gist of a text or the main idea in a chapter RCS Grade 3, criterion 3, 21, 22

Scan for specific information using a variety of features in texts, e.g. illustrations, key words RCS Grade 3, criterion 3, 21, 22

Identify how texts differ in purpose, structure and layout RCS Grade 3, criteria 7, 17, 18, 19, 26, 27, 28

Find information and ideas from web pages, using different search methods, considering which are the most efficient methods

RCS assumes children will read on-screen as well as on paper.


Accurately identify the main points and supporting information in texts RCS Grade 3, criteria 3, 4, 9, 11, 22, 23, 24

Deduce connections between information, e.g. sequence, importance RCS Grade 3, criteria 4, 5, 7, 13, 23, 27

Explore information and ideas beyond their personal experience RCS assumes that children will choose and read a wide range of texts, including those giving information beyond their experience.


Select and use information and ideas from texts RCS Grade 3, criteria 3, 4, 5, 6, 9, 12, 13, 14, 16, 17, 24, 25, 29

Understand how something can be represented in different ways, e.g. moving image, multi-modal a nd print

RCS assumes children will have access to a wide range of media and content


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RCS Grade 4, criteria 1, 5, 27 RCS Grade 5, criteria 1, 2,

Read complex texts independently for sustained periods RCS Grade 4, criteria 1, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 17, 21, 22, 23, 25, 30, 32 RCS Grade 5, criteria 4, 5, 6, 7, 8, 10, 11, 14, 18, 20, 21

Understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had chocolate(,) cake and cheese for tea.

RCS Grade 4, criterion 27 RCS Grade 5, criterion 2

Use a range of strategies for finding information, e.g. skimming for gist, scanning for detail RCS Grade 4, criteria 2, 3, 14, 30 RCS Grade 5, criteria 3, 11

Read closely, annotating for specific purposes RCS Grade 4, criteria 3, 4, 12, 14, 15, 17, 25, 30, 32 RCS Grade 5, criteria 4, 7, 10, 11, 18, 20

Identify features of texts, e.g. introduction to topic, sequence, illustrations, degree of formality RCS Grade 4, criteria 3, 10, 14, 16, 19 RCS Grade 5, criteria 8, 19

Use internet sources carefully, deciding which sources to read and believe RCS assumes children will read and evaluate on-screen information as well as printed information.


Show understanding of main ideas and significant details in different texts on the same topic RCS Grade 4, criteria 13, 14, 15, 18, 19, 32 RCS Grade 5, criteria 3, 4, 11, 18, 19, 20

Infer ideas which are not explicitly stated, e.g. writers’ viewpoints or attitudes RCS Grade 4, criteria 11, 17, 21, 25 RCS Grade 5, criteria 5, 6, 10, 14, 17, 20, 21

Identify ideas and information that interest them to develop further understanding RCS assumes that children will choose, read and explore a wide range of texts.


Collate and make connections, e.g. prioritizing, categorizing, between information and ideas from different sources

RCS Grade 4, criteria 3, 9, 14, 15, 18, 19 RCS Grade 5, criteria 3, 11, 19

Distinguish between facts, theories and opinions RCS Grade 4, criterion 11

Compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace RCS Grade 5, criteria 5, 6

Consider whether a text is effective in conveying information and ideas RCS Grade 4, criteria 19, 24, 25, 28, 29 RCS Grade 5, criteria 4, 9, 12, 13, 16, 19

Dr X taken from Project X Origins


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The Reading Criterion Scale includes phonics as a key aspect of children’s reading development, particularly at the early Grades. The underpinning assumption is that most schools (at least in England) will be using a systematic synthetic phonics programme to teach early reading, and that children’s early reading development will take place in a context where phonics is central. The Reading Criterion Scale includes many criteria that relate to children’s phonic knowledge and skills.

However, the teaching of reading through phonics is a complex and detailed process, and systematic phonics programmes inevitably contain their own, programme-specific guidance for the assessment of phonics, following the individual sequence of learning laid out in the programme. If you are using a systematic phonics programme in your school, we recommend that you continue to use that programme’s assessment materials to check children’s progress. This will enable you to track children’s phonic learning at the level of detail that makes most sense for the programme you are using. The Reading Criterion Scale does not duplicate this detailed phonic assessment process – instead, it offers you a flexible assessment tool that sits alongside the phonics assessment you are already doing, helping you to broaden the picture you get of children’s overall reading development.

The Reading Criterion Scale is a detailed spine of reading skills. It is designed for both informal, on-going assessment and periodic, formal assessment. It is both a summative and a formative assessment tool, providing a precise summative grade or level as well as clear indicators for future teaching.

The Reading Criterion Scale is an effective tool for assessment, because it:

supports teaching and planning, revealing precise strengths and weaknesses and next steps for future teaching;

matches progress towards meeting end of key stage requirements, equating to expectations in the new National Curriculum and other curricula (see pages 7 to 21);

enables teachers to report clearly to parents and other teachers as necessary, by revealing a summative grade, equated to yearly expectations, and a clear and precise list of areas achieved and those that require further teaching;

identifies the particular needs of individual children, and also pinpoints where a group of children have a similar need that can be addressed as a group, and where whole class teaching or re-teaching is required;

supports teachers’ professional knowledge in a way that is particularly useful for new teachers, by describing the developmental hierarchy of reading skills in an accessible and comprehensive way.

The Reading Criterion Scale is organized into clear Grades from Emergent Grade to Grade 6 (see pages 30 to 41). Each Grade consists of between 21 and 32 descriptive statements, or criteria. The criteria are written and organized in a broad hierarchy, with for example Grade 1c being the lowest sub-Grade at Grade 1, and Grade 1a the highest. However, the Reading Criterion Scale is a ‘best fit’ mechanism and children may achieve criteria in a non-hierarchical pattern. Ticks should be counted from anywhere on the scale. Grades 1a, 2a, 3a, 4a and 5a have the letters AP, which stands for Assessment Point and reminds you to assess children achieving at these Grades for the Grade above. You will notice that some skills are revisited within one Grade, to ensure fine progression and to ensure relevant importance is given to key skills.

You can devise a schedule for assessment based on the needs of your children, but it is often effective to carry out reading assessment once every term.

Assessing phonics

How to use the Reading

Criterion Scale for

assessment


23


1 Organize your children into small groups of no more than four – or you can assess individual children, if you prefer and if this is realistic.

5 Prepare for the assessment by selecting a book which you are confident they can all tackle, but which they have not already read. It is very important that the book is at the correct broad RCS grade in order to ensure the assessment results are valid. Look at the criteria which you want to focus on in the assessment (i.e. those which you have not already ticked) and think about questions you could ask the children in order to check their reading skills in the context of these criteria.

3 Photocopy the relevant Grade/Criteria chart for each child in the group.

7 Against each of the remaining criteria, put a tick if a child has achieved it, a cross if they have not achieved it, and a dot if the child is ‘almost there’.

2 Look at the sheets giving the criteria for the seven Grades, from Emergent Grade to Grade 6, on pages 31 to 41. Using your knowledge of the children’s reading, select the Grade which is most likely to fit each group’s current reading development.

6 Gather the group together and ask them to read part of the chosen book. Sample their reading so that you can assess their word reading skills at the appropriate level, and then talk to them about their understanding of the text in order to assess their comprehension.

4 For each child in the group, look at the criteria in detail and tick any criteria that you are confident the child has already attained. You will be able to do this based on information gathered from observations in guided reading, independent reading activities, etc. This will enable you to focus on the criteria about which you are more doubtful, when you conduct your formal assessment.

8 You can then count up the number of ticked criteria each child has achieved, and use this information to work out their sub-Grade (for example, Grade 1c or Grade 1b). At the top of each Grade/Criteria chart there is guidance for doing this – for example, if you are assessing a child with the Grade 1 criteria and they get between 8 and 13 ticks, they are at Grade 1c; if they get between 14 and 20 ticks they are at Grade 1b, and if they get between 21 and 25 ticks they are at Grade 1a and you will need to assess them for Grade 2.

Please note: although the criteria are set out in broadly hierarchical order, this is only a general guide – children will not necessarily achieve the skills in the order presented. They may achieve ‘higher’ skills before some ‘lower’ ones.

Therefore, in order to use the Reading Criterion Scale effectively, you need to take each criterion statement on its own merits and decide whether the child has achieved that statement or not, regardless of whether it appears higher or lower in the Reading Criterion Scale.

You can use the Reading Criterion Scale for assessment in the following way:


24


Using the Reading Criterion Scale for assessment will give you an accurate picture of children’s reading development. By identifying the criteria children still have not fully achieved, you will be able to see what they need to work on next – often those criteria which you have marked with a dot, meaning ‘almost there’. You will also be able to pinpoint the differences in attainment between different children at the same Grade.

It is worth bearing in mind that not all children at the same sub-Grade will have exactly the same needs. In many ways, this is the great value of the Reading Criterion Scale. It enables you to identify the very different future teaching needs of children who may be broadly at the same reading level.

Age- and ability-related differencesBecause the Reading Criterion Scale is not age-specific, younger and older children can be working at the same Grade. You will always need to make sure that you assess children’s reading using unseen books at the correct broad Reading Criterion Scale Grade – if you give a child a book that is too easy or too hard, or one that they have read before, they may not be able to demonstrate what they can do effectively. This issue is particularly relevant for children who are younger or older than average at a given Grade. You will need to find books which they have not already read, and which are at the appropriate reading and interest levels. It can be tricky to find suitable texts for older children who are reading at lower Grades. You may find it helpful to use Oxford BookMatch, which lists appropriate books from the world of children’s literature (as well as titles from Oxford programmes) at a wide range of ages and ability levels. (www.oxfordowl.co.uk)When dealing with children who are younger or older than average at a given Grade, it can be helpful to look at the Grades above and below the current Grade, in order to identify their key skills which may be ‘higher’ or ‘lower’ in the Reading Criterion Scale. You can then work with children to hone the ‘lower’ skills further, while giving them credit for their ability that registers higher up the Reading Criterion Scale.

Multi-lingual learnersChildren whose first language is not English may be reading at a low level in English, but at a higher level in their first language. It is important, when assessing these children, to be aware that some of their reading difficulties may be due to lack of fluency in English rather than to any underlying reading difficulty. It is useful to find out more about their experience of reading in their first language, if possible, in order to avoid inadvertently patronizing multilingual children.

After assessment – what next?After you have assessed children’s reading skills using the Reading Criterion Scale, you can easily identify those skills which children need to work on next. The criteria you marked with a dot are those which children are closest to achieving, and it makes sense to focus on these skills. The criteria marked with a cross represent the skills which children are furthest from acquiring. Look carefully at these, as they may include skills from further down the Reading Criterion Scale which need detailed revision and practice, as well as ‘higher’ skills which children have not yet begun to acquire.

Using your records of individual children’s assessments, marked on the Reading Criterion Scale Grade charts, you can plan future teaching for groups and individuals. You can also share this information with children so that they understand what they need to learn next.

Different learners have

different needs


25


The information at the top of each Reading Criterion Scale Grade chart (pages 31 to 41) shows the Oxford Level which best corresponds to each Reading Criterion Scale sub-Grade. When you have used the charts for assessment, you can identify which Oxford Level would be best for a child to work at, depending on the sub-Grade they have reached. You can then offer them a choice of books at the appropriate Oxford Level as their next step in reading. See pages 43 to 63 for full details of the Oxford Levels.

The Reading Criterion Scale and the READ skillsThe Reading Criterion Scale charts for each Grade (see pages 31 to 41) include a column headed ‘READ skill’. This column contains either a letter or the word ‘Read’. These references relate to the five key skills of reading, as described below, and were developed as part of Andrell Education’s Big Reading programme.

ReadThe ‘READ’ skill focuses on the mechanics of reading – phonics and decoding, sight words, and reading aloud.

RetrieveThe ‘R’ stands for RETRIEVE. This skill relates to retrieving information directly from the text (often referred to as ‘literal comprehension’). A straightforward retrieval question might be something like ‘How many bears did Goldilocks meet?’ Other retrieval skills include scanning, retelling, summarizing and skim reading.

ExploreThe ‘E’ stands for EXPLORE, and it focuses on the author’s use of language. For example, ‘Explore’ questions might ask children to find words that help create an atmosphere of suspense within a paragraph, or words that the author has used to help us imagine how a particular character spoke.

AnalyseThe ‘A’ stands for ANALYSE. Here we ask children to analyse the structure, organization and presentational features of texts. In non-fiction texts, this may relate to obvious structural features such as fact boxes, bullet points, hierarchy of headings, etc. In fiction, children might be asked to look at how an author has decided to divide a story into chapters, or how a sequence of paragraphs link together to convey a particular point. Another element of ANALYSE is genre, so for example children could be asked what fiction genre they think a story will be, based on what they have read so far.

Deduce and InferThe ‘D’ stands for DEDUCE and INFER. ‘Deduce and Infer’ skills include locating and drawing connections between pieces of information from different points in a text, making connections between different texts, using inference to find clues within a text or to understand more about characters and their motivation, bringing children’s own experiences to texts in order to deepen understanding, and making predictions about texts. Relevant questions might include, for example, “How do you think the character feels at this point and why do you think that?” or “Based on the information in this text, what could we do to help ensure that endangered species don’t die out?”

The weighting of these reading skills differs from Grade to Grade. At the beginning of the child’s reading journey there is more emphasis on READ and RETRIEVE. In contrast, from Grade 4 there is greater emphasis on DEDUCE and EXPLORE.

Assess, identify

and choose

Biff, Chip and Kipper characters taken from the Oxford Reading Tree


26


The Reading Criterion Scale word listsThroughout the Reading Criterion Scale Grades, you will see reference to high-frequency word lists which have been specially prepared for children at Reception (P1), Years 1 and 2 (P2 and P3), Year 4 (P5), and Year 5 (P6). There are no specific word lists for Year 3 (P4) or for Year 6 (P7), as the intention is that children will focus in these years on reviewing and revising the words learned so far, and filling in any gaps.

The words in these lists are taken from both the original National Literacy Strategy (NLS) high-frequency word lists and the Dolch list. Dolch is a highly influential list of high-frequency words which was first devised in the 1930s and which is based on rigorous research and analysis of the commonest words in the English language. It is crucial for children to learn to read these words accurately and automatically, in order to gain fluency as readers.

Some of the words are likely to be familiar and/or decodable to children from the earliest stages of reading, whereas others are highly phonically irregular. The lists are useful to ensure that children are truly able to read all of these crucial words on sight, and to ensure a second chance for those children who may have failed to learn some of the words when they were first introduced. The Reading Criterion Scale word lists supplement the spelling guidance and word lists which are provided in the new National Curriculum for England, and can be used alongside the National Curriculum lists.

Word list for Reception (P1)a

all

am

and

are

at

away

big

but

can

cat

come

dad

day

dog

for

get

go

going

I

he

in

is

it

like

look

me

mum

my

no

of

on

play

said

see

she

the

they

this

to

up

was

we

went

yes

you

Taken from Dogs in the Mud, Decode and Develop, Oxford Reading Tree


27


Word list for Year 1 and Year 2 (P2 and P3)about

after

again

an

another

as

back

ball

be

because

bed

been

boy

brother

but

by

call

called

came

cold

can’t

could

did

dig

home

house

how

if

jump

just

kind

last

laugh

little

live

lived

love

made

make

man

many

may

more

much

must

name

new

saw

school

seen

shall

should

sister

so

some

start

take

than

thank

that

their

them

then

there

these

three

time

too

do

don’t

door

down

draw

eat

find

first

from

girl

give

going

good

got

had

half

has

have

help

her

here

him

his

never

next

night

not

now

off

off

old

once

one

open

or

our

out

over

people

please

pretty

pull

push

put

ran

took

tree

two

us

very

want

warm

wash

water

way

were

what

when

where

which

who

will

with

would

your

Taken from The Time Web, TreeTops Time Chronicles


28


Word list for Year 4 (P5)

I’m above across almost along also always any around ask asked before began being below better between both brought buychange coming didn’t different does during every first following found

goes gone half heard high inside jumped knew know laughleave might morningmuch near never number often only opened other outside place right round second show sometimes started still

stopped such suddenly think though thought today together told tries turn turned under until upon use used walk walked walking watch where while without woke woken write year young

MITE taken from Project X CODE



baby

balloon

birthday

brother

children

clothes

earth

eyes

father

friends

garden

great

happy

head

heard

important

lady

light

money

own

paper

sister

small

something

sound

sure

swimming

those

white

whole

why

window

word

work

world

Word list for Year 5 (P6)

Nok character taken from Project X Alien Adventures

29


© Andrell Education Ltd 2013 published by Oxford University Press. Copying permitted within purchasing school only.30


On the next pages, you will find the Reading Criterion Scale for each Grade from Emergent to Grade 6. See pages 22 to 29 for detailed information on how to use these scales to assess children’s reading. The facsimile below gives a quick summary of the key features of each scale.

The Reading Criterion Scale

charts

32


© Andrell Education Ltd 2013 published by Oxford University Press. Copying permitted within purchasing school only.

Reading Criterion Scale Assessment Grade 1

Name: Date:

Grade 1c: 8–13 Grade 1b: 14–20 Grade 1a (AP): 21–25 and assess for Grade 2 READ skills ✔ ✘ l

1. Can distinguish between a word, a letter and a space. Read

2. Can point to a full stop in text (may only be in big books). Read

3. Can read some of YR (P1) high-frequency words list. Read

4. Can use phonic knowledge to attempt unknown words. Read

5. Listens attentively to stories at an appropriate interest level. R

6. Can use pictures (unprompted) and texts to identify meaning. R

7. With support, can find information to help answer simple, literal questions, in texts at an appropriate reading level (may be using picture clues if not prompted). R

8. Can sometimes talk about main points or key events in a simple text. R

9. Can retell familiar stories with growing confidence. R

10. Is beginning to recognize a range of patterns in texts, including stories, rhymes and non-fiction (e.g. conventions of familiar story openings and endings, where rhyme occurs in poems and simple common features of non-fiction texts … ). R

11. Is beginning to make predictions based on titles, text, blurb and/or pictures. D

12. Can read aloud and is beginning to use expression to show awareness of punctuation (. at this stage). Read

13. Can read most YR (P1) high-frequency words. Read

14. Recognizes familiar words (e.g. YR (P1) high-frequency words) in simple texts. Read

15. Can talk about likes/dislikes of stories and information texts. E

16. Can notice interesting words (‘WOW’ words grow with the age of the child). E

17. Can choose and talk about a book from a selection. E

18. Can read YR (P1) and some Y1–2 (P2–3) high-frequency words. Read

19. Can use knowledge of letters, sounds and words to establish meaning when reading aloud. Read

20. Can retell known stories, including significant events/main ideas in sequence. R

21. Can make plausible predictions about the plot of an unknown story, using the text and other book features. D

22. Can make plausible predictions about characters, using knowledge of the story, own experiences, etc. D

23. Can answer simple questions/find information in response to a direct, literal question. R

24. Can express opinions about main events and characters in stories (e.g. good and bad characters). E

25. Is beginning to identify when reading does not make sense and attempts to self-correct. Read

Grade Oxford LevelGrade 1c Level 2

Grade 1b Levels 3 and 4

Grade 1a (AP) Levels 5 and 6

See page 23 for information on how to fill this column in.

Print a copy of the chart for each child.

AP stands for Assessment Point – when children reach this sub-Grade, you will need to assess them for the next Grade up.

Guidelines to show you how many criteria children have to achieve in order to place them in a specific sub-Grade. For example, children need to attain between 8 and 13 of the Grade 1 criteria to gain Grade 1c, or between 14 and 20 criteria to place them in 1b.

Chart showing which Oxford Level corresponds with each sub-Grade.

See page 25 for an explanation of the READ skills.


Documents

The Guide Oxford Assessment Levellingassets.oxfordowl.co.uk/2014/10/29/15/13/15/6/Levelling_hndk_Section1.pdf · Oxford Assessment & Levelling Guide Assessment and text levelling