© Oxford University Press 2016

Level 1 Progress assessment

Reading progress chart

Student name ——————————————————————————————————————————————————————— Date —————————————————

READING OBJECTIVES (UNIT NUMBER) UNDERSTANDING (ABILITY) COMMENTS

Develops broad reading skills Low Secure High
Hears, reads and writes initial letter sounds. (1, 2, 3, 4, 8, 9)
Knows the name and most common sound linked with every letter in the English
alphabet. (1, 2, 3, 5, 8, 9)
Can identify separate sounds (phonemes) within words, which may be represented
by more than one letter, e.g. ‘th’, ‘ch’, ‘sh’. (1, 2, 3, 4, 5, 6, 7)
Uses knowledge of sounds to read single syllable words with short vowels. (1, 2, 3, 9)
Blends to read and segments to spell words with final and initial adjacent
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consonants, e.g. b-l, n-d. (1)

Can use phonic knowledge to read decodable words and to attempt to sound out
some elements of unfamiliar words. (1, 3, 6, 7)
Demonstrates an understanding that one spoken word corresponds with one
written word. (1, 3, 9)
Joins in with reading familiar, simple stories and poems. (3, 6, 9)
        

Knows that in English, print is read from left to right and top to bottom. (1, 3)
Reads a range of common words on sight. (2, 3, 7)
Can enjoy reading and listening to a range of books, drawing on background
information and vocabulary provided. (2, 4, 5, 8)
Copying permitted within purchasing school only

Can make links to own experiences. (1, 2, 3, 6, 8)

Can retell stories, with some appropriate use of story language. (4, 7)
Learns and recites simple poems. (3, 6)
Joins in and extends rhymes and refrains, playing with language patterns. (3)
© Oxford University Press 2016

Level 1 Progress assessment

Reading progress chart (continued)

Student name ——————————————————————————————————————————————————————— Date —————————————————

READING OBJECTIVES (UNIT NUMBER) UNDERSTANDING (ABILITY) COMMENTS

Page 2 of 2

Develops broad reading skills Low Secure High

Reads aloud independently from simple books. (2, 3, 4, 5, 7)
Pauses at full stops when reading. (2, 3, 4, 5, 7)
Can identify sentences in a text. (1, 2, 4, 5, 7)
Demonstrates understanding of explicit meaning in texts
        

Can read labels, lists and captions to find information. (2, 5, 8)

Demonstrates understanding of implicit meaning in texts
Can anticipate what happens next in a story. (1, 4, 7)
Talks about events in a story and makes simple inferences about characters and
events to show understanding. (1, 4)
Copying permitted within purchasing school only

Explains, comments on and analyses the way writers use stylistic and other
features of language and structures in texts
Talks about significant aspects of the story’s language, e.g. repetitive refrain,
rhyme, patterned language. (1, 2, 4, 7)
Recognises story elements, e.g. beginning, middle and end. (1, 4, 7)
Recognises conventions and evaluates viewpoint, purpose, themes and ideas in
texts
Shows awareness that texts for different purposes look different, e.g. use of
photographs, diagrams, etc. (5, 8)
Knows the parts of a book, e.g. title page, contents. (4, 5)
GENERAL LEARNING SKILLS Term A Term B Term C
Acquires the skills necessary to conduct inquiry and research.
Shows independence in learning.
Works effectively and willingly in collaboration with others.
Understands and expresses ideas and information confidently and creatively in
a variety of modes of communication.