Reading: Comprehension Success Criteria (Levels 1–3)
Level 1 Level 2
Requirements I can:
1 a. understand what I read
(This will include making meaning from
pictures, images and texts*. It will include
Understand words, phrases and simple sentences.)
2 a. put sounds together to help me read
words
Read use syllables to help me read and
understand words
b. use what I already know to help me read
use pictures to help me read words
look at where the word comes in a
sentence to help me decide what the
word is
3 a. read and understand words and signs in
my classroom
Research use pictures or labels to help me find
information
4 a. talk about the cover of a book
talk about the pages in a book
Explain
talk about the name of the author
talk about the person who has drawn the
pictures in the book
5 a. talk with my teacher about what I have
read
Use Evidence show my understanding by answering
questions about what I have read
(This may include, for example, a discussion
or role play.)
(*Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual and symbolic forms.)
Level 3
Engaging with a range of short, simple Engaging with a range of longer texts* for a
texts*, both reading aloud and silently, variety of purposes, both reading aloud and
I can: silently,
I can:
a. read the text* and understand what I
read
a. show my understanding of the text* by
recognising the main actions/events
retell some of the things I have read put the main points of the text* in the
correct sequence
correctly order some events in the text*
that I have read
b. retell the main points in my own words
a. read familiar words to help me
understand text*
a. choose and use a range of reading
strategies without help so that I can
identify words
sound out unfamiliar words
decide on the meaning of words which I
use reading strategies to help me don’t know using the text* to help me
(This will include a range of reading
strategies such as using picture cues,
reading to the end of the sentence,
sounding out etc.)
a. choose the best resource to help me find
information
a. use organisational features of texts* to
help me find information
(This may include a book, webpage etc.) (This will include contents, index, homepage
and being familiar with the library
find information from a resource using referencing system.)
alphabetical order to help me
(This will be alphabetical order to the first
letter.)
a. understand that there are different types
of texts*
a. understand the features of different
texts*
(This will include fiction/non-fiction.) (This may include, for example, the features
of a newspaper, website, poem, play,
understand how different texts* are set advertisement, blog, reference book etc.)
out
(This may include recognising that a fiction
text may have chapters whereas a
non-fiction text may have headings,
diagrams, pictures etc.)
b. pick up on some things in the text* which
the author does not say directly
(This may include, for example, the physical
description of characters, behaviour,
setting, dialogue etc.)
a. ask questions to help me understand
more about what I read
a. ask and respond to questions to develop
my understanding of the text*
b. say/write what I think will happen next in b. give my opinion about what I have read
the story and provide reasons for my thinking
© CCEA 2017
Reading: Comprehension Success Criteria (Levels 3–5)
Level 3
Requirements Engaging with a range of longer texts* for a
variety of purposes, both reading aloud and
silently,
I can:
1 a. show my understanding of the text* by
recognising the main actions/events
Understand put the main points of the text* in the
correct sequence
b. retell the main points in my own words
2 a. choose and use a range of reading
strategies without help so that I can
identify words
Read
decide on the meaning of words which I
don’t know using the text* to help me
3 a. use organisational features of texts* to
help me find information
(This will include contents, index, homepage
Research and being familiar with the library
referencing system.)
4 a. understand the features of different
texts*
(This may include, for example, the features
Explain of a newspaper, website, poem, play,
advertisement, blog, reference book etc.)
b. pick up on some things in the text* which
the author does not say directly
(This may include, for example, the physical
description of characters, behaviour,
setting, dialogue etc.)
5 a. ask and respond to questions to develop
my understanding of the text*
Use Evidence
b. give my opinion about what I have read
and provide reasons for my thinking
(*Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual and symbolic forms.)
Level 4
Engaging with a range of texts* of varying
lengths for a variety of purposes,
I can:
a. identify the important points in the text*
(summarise) and use this information in
my comprehension answers
b. paraphrase the main message in the text
using my own words
a. understand what I have read without help
from my teacher/classmate
a. find the information which I need
(This could be finding information from a
number of places within the same text*.)
decide which information is relevant and
use it in my response
a. understand the features of the text*
understand why the author has used
specific language in the text*
b. understand things which the author says
in the text*
understand things which the author
suggests but does not say in the text*
a. give my opinion about the text* and give
well-thought-out reasons to explain my
thinking
Level 5
Engaging with a range of texts* of varying
lengths for a variety of purposes, including
texts* written for a wider audience,
I can:
a. demonstrate understanding of the text*
by clearly identifying and summarising
appropriate details in my responses
understand and summarise the key
messages portrayed by the author and
use these to create detailed responses
Not Applicable
a. find information which I need from a
range of sources
decide which information is most
appropriate and use it in my response
a. identify and make comments about how
and why the author has used words and
phrases
(This may also include, linguistic techniques
such as alliteration, features of presentation
such as structure of novels, plays, poems
and films.)
b. identify and write about how the author
uses language to influence the reader’s
perception
(For example, the author may have a
particular attitude towards a character
which is hinted at in the text.)
c. identify, and show in my responses, that
I understand the difference between
factual information and opinions
a. support my opinion and draw conclusions
about what I have read making specific
reference to the text*
(This may include the use of relevant
quotations, if appropriate.)
© CCEA 2017
 READING: COMPREHENSION READING: COMPREHENSION
Self/Peer Self/Peer
Level 1: What I need to do Assessment Level 1: What I need to do Assessment

Requirements/ I can: Requirements/ I can:

Key Skills Key Skills

1 a. understand what I read 1 a. understand what I read

Understand Understand

2 a. put sounds together to help me read words 2 a. put sounds together to help me read words
Read Read
use syllables to help me read and understand use syllables to help me read and understand
words words

b. use what I already know to help me read b. use what I already know to help me read

use pictures to help me read words use pictures to help me read words

look at where the word comes in a sentence to look at where the word comes in a sentence to
help me decide what the word is help me decide what the word is

3 a. read and understand words and signs in my 3 a. read and understand words and signs in my
Research classroom Research classroom
use pictures or labels to help me find use pictures or labels to help me find
information information

4 a. talk about the cover of a book 4 a. talk about the cover of a book
Explain Explain
talk about the pages in a book talk about the pages in a book

talk about the name of the author talk about the name of the author

talk about the person who has drawn the talk about the person who has drawn the
pictures in the book pictures in the book

5 a. talk with my teacher about what I have read 5 a. talk with my teacher about what I have read
Use Evidence Use Evidence
show my understanding by answering questions show my understanding by answering questions
about what I have read about what I have read

© CCEA 2017 © CCEA 2017

 READING: COMPREHENSION READING: COMPREHENSION
Self/Peer Self/Peer
Level 2: What I need to do Assessment Level 2: What I need to do Assessment

Requirements/ Engaging with a range of short, simple texts, both Requirements/ Engaging with a range of short, simple texts, both
Key Skills reading aloud and silently, Key Skills reading aloud and silently,
I can: I can:
1 a. read the text and understand what I read 1 a. read the text and understand what I read
Understand Understand
retell some of the things I have read retell some of the things I have read

correctly order some events in the text that I correctly order some events in the text that I
have read have read

2 a. read familiar words to help me understand text 2 a. read familiar words to help me understand text
Read Read
sound out unfamiliar words sound out unfamiliar words

use reading strategies to help me use reading strategies to help me

3 a. choose the best resource to help me find 3 a. choose the best resource to help me find
Research information Research information

find information from a resource using find information from a resource using
alphabetical order to help me alphabetical order to help me

4 a. understand that there are different types of texts 4 a. understand that there are different types of texts
Explain Explain
understand how different texts are set out understand how different texts are set out

5 a. ask questions to help me understand more 5 a. ask questions to help me understand more
Use Evidence about what I read Use Evidence about what I read

b. say/write what I think will happen next in the b. say/write what I think will happen next in the
story story

© CCEA 2017 © CCEA 2017

 READING: COMPREHENSION READING: COMPREHENSION
Self/Peer Self/Peer
Level 3: What I need to do Assessment Level 3: What I need to do Assessment

Requirements/ Engaging with a range of longer texts for a variety
Key Skills of purposes, both reading aloud and silently,
I can:
1 a. show my understanding of the text by
Understand recognising the main actions/events
put the main points of the text in the correct
sequence
Requirements/ Engaging with a range of longer texts for a variety
Key Skills of purposes, both reading aloud and silently,
I can:
1 a. show my understanding of the text by
Understand recognising the main actions/events
put the main points of the text in the correct
sequence

b. retell the main points in my own words b. retell the main points in my own words

2 a. choose and use a range of reading strategies 2 a. choose and use a range of reading strategies
Read without help so that I can identify words Read without help so that I can identify words
decide on the meaning of words which I don’t decide on the meaning of words which I don’t
know using the text to help me know using the text to help me

3 a. use organisational features of texts to help me 3 a. use organisational features of texts to help me
Research find information Research find information

4 a. understand the features of different texts 4 a. understand the features of different texts
Explain Explain

b. pick up on some things in the text which the b. pick up on some things in the text which the
author does not say directly author does not say directly

5 a. ask and respond to questions to develop my 5 a. ask and respond to questions to develop my
Use Evidence understanding of the text Use Evidence understanding of the text

b. give my opinion about what I have read and b. give my opinion about what I have read and
provide reasons for my thinking provide reasons for my thinking

© CCEA 2017 © CCEA 2017

 READING: COMPREHENSION READING: COMPREHENSION
Self/Peer Self/Peer
Level 4: What I need to do Assessment Level 4: What I need to do Assessment

Requirements/ Engaging with a range of texts of varying lengths Requirements/ Engaging with a range of texts of varying lengths
Key Skills for a variety of purposes, Key Skills for a variety of purposes,
I can: I can:
1 a. identify the important points in the text 1 a. identify the important points in the text
Understand (summarise) and use this information in my Understand (summarise) and use this information in my
comprehension answers comprehension answers

b. paraphrase the main message in the text using b. paraphrase the main message in the text using
my own words my own words

2 a. understand what I have read without help from 2 a. understand what I have read without help from
Read my teacher/classmate Read my teacher/classmate

3 a. find the information which I need 3 a. find the information which I need
Research Research
decide which information is relevant and use it in decide which information is relevant and use it in
my response my response

4 a. understand the features of the text 4 a. understand the features of the text
Explain Explain
understand why the author has used specific understand why the author has used specific
language in the text language in the text

b. understand things which the author says in the b. understand things which the author says in the
text text

understand things which the author suggests understand things which the author suggests
but does not say in the text but does not say in the text

5 a. give my opinion about the text and give 5 a. give my opinion about the text and give
Use Evidence well-thought-out reasons to explain my thinking Use Evidence well-thought-out reasons to explain my thinking

© CCEA 2017 © CCEA 2017

 READING: COMPREHENSION READING: COMPREHENSION
Self/Peer Self/Peer
Level 5: What I need to do Assessment Level 5: What I need to do Assessment

Requirements/ Engaging with a range of texts of varying lengths Requirements/ Engaging with a range of texts of varying lengths
Key Skills for a variety of purposes, including texts written Key Skills for a variety of purposes, including texts written
for a wider audience, for a wider audience,
I can: I can:
1 a. demonstrate understanding of the text by clearly 1 a. demonstrate understanding of the text by clearly
Understand identifying and summarising appropriate details Understand identifying and summarising appropriate details
in my responses in my responses
understand and summarise the key messages understand and summarise the key messages
portrayed by the author and use these to create portrayed by the author and use these to create
detailed responses detailed responses

2 Not Applicable 2 Not Applicable

Read Read
3 a. find information which I need from a range of 3 a. find information which I need from a range of
Research sources Research sources
decide which information is most appropriate decide which information is most appropriate
and use it in my response and use it in my response

4 a. identify and make comments about how and why 4 a. identify and make comments about how and why
Explain the author has used words and phrases Explain the author has used words and phrases

b. identify and write about how the author uses b. identify and write about how the author uses
language to influence the reader’s perception language to influence the reader’s perception

c. identify, and show in my responses, that I c. identify, and show in my responses, that I
understand the difference between factual understand the difference between factual
information and opinions information and opinions

5 a. support my opinion and draw conclusions about 5 a. support my opinion and draw conclusions about
Use Evidence what I have read making specific reference to Use Evidence what I have read making specific reference to
the text the text

© CCEA 2017 © CCEA 2017