Magenta Reading Level
Levels 0, 1, 2
I am learning to:
Show: picture, cover, letter, word, first, last, top, bottom, front, back, page, print, story, spine
Point to the first word. Read left to right
Point and match the words as I say them, one to one
Relate own experiences to the story (prior knowledge). Use them to make predictions about what might happen in the story
Say the first sound of the word:
s___ c___ t___
Expect my reading to sound right and make sense
Make my reading sound like talking
Re-read to check what I read makes sense
Answer questions about the story
Retell the story in my own words
Look at the pictures for clues. Use the pictures to make predictions about what will happen in the story
Made with love by Mel Harpur ❤ 2016
Red Reading Level
Levels 3, 4, 5
I am learning to:
Point to words as I say them
Relate my own experiences to the story
Make the sounds as I try to say the word
c-a-t
Check the picture for a clue.
Use the picture to make predictions.
Recognise and use high frequency words:
where - mother - father - go - you - for -down -this - into - he - away - looking - are - looks - looked - on
Check the word looks right, sounds right and makes sense
Re-read the sentence to check I am right and help self-correct my errors
Read fluently, with phrasing and expression
Make my reading sound like talking
Read text in speech bubbles
Retell the story in sequence and include some details
Identify rhyming words
get - wet - net
Recognise two words joined together (compound words)
Into - away
Yellow Reading Level
Levels 6, 7, 8 - 5.0-5.5 years
I am learning to:
Read with my eyes. Use my fingers if I am stuck
Re-read to correct my errors and look for information
Cross-check the word looks right, sounds right and makes sense
Read my story again fluently with phrasing and expression using , , “”!?
Targeted sounds:
a-z th ch sh wh -s -ing -ed -er
and word families like:
at-cat-rat
en-Ben-hen
in-bin-fin
op-shop-top
Say two letter blends correctly like: bl br cl cr dr dw fl fr gl gr sl sr st sm sn sk sc sp sw tr tw
Recognise two words joined together (compound words)
into-outside-inside-away
Use words like: character, illustration, plot, fiction and non-fiction
Retell the story with greater detail and in sequence
Ask and answer questions about the story
Think about the characters, settings and problems, so I read for meaning
Blue Reading Level
Levels 9, 10, 11 - 5.5 years
I am learning to:
Scan pictures for clues. Search for meaning and detail
Recognise chunks and sounds in words and say the sounds as I stretch out the word
Make predictions using pictures, own experience and knowledge of sounds in words
Read on to gather more information so I can work out the word
Check it looks right, sounds right, makes sense
Self-correct by:
Re-reading to cross-check information, as I think about my reading
I can find and use word endings, like:
-s -ed -ing -er
Comment on the characters, setting and plot. Talk about the story sequence.
Discuss new words
Ask and answer questions
Blue Reading Level
Levels 9, 10, 11 - 5.5 years
I am learning to:
Find the part in the story that tells me:
Why? What?
Phrase my reading and make it sound interesting using punctuation:
. , “ “ ! ?
Read the story fluently
Retell the story with detail
Make comparisons between non-fiction and fiction texts
Identify simple ideas and information from non-fiction texts
Make a personal response to the text and share with others
Explain what type of text it is:
Recount, narrative, report, poem
Green Reading Level
Levels 12, 13, 14 - 5.5-6.0 years
I am learning to:
Say or stretch unfamiliar words looking for:
Blends, digraphs, chunks, rhyme and word endings
Recognise High Frequency
Words and make links to other words, developing a reading vocabulary
Read on to gather more information - as I think about what would sound right and make sense
Discuss characters, plot, settings, problems, sequence of events and make some predictions
Ask questions about new vocabulary and the story. Ask and answer questions using information from text
Make the story more interesting by stressing words in bold print and using punctuation effectively.
Make predictions using pictures, own experience and phonological knowledge, use to explain the story and make inferences on what will happen in the end/next
Find the error, and correct it and talk about how I worked out the problem
Green Reading Level
Levels 12, 13, 14 - 5.5-6.0 years
I am learning to:
Point out and name features such as heading and diagrams
Read my story again fluently
Give a different ending to the story
Identify simple ideas from non-fiction (true) text
Create a personal response to the text and share it
Summarise main points through discussion
Understand there can be more than one point of view
Understand that authors write for different purposes
Identify poems, letters, instructions, notices, plays, fiction and non-fiction
Re-read to cross check, confirm and self-correct.
Notice word endings, rhyme, letter clusters and contractions, eg: I’m don’t didn’t
Orange Reading Level
Levels 15, 16 - 6.0-6.5 years
I am learning to:
Find and stretch unfamiliar words using blends, digraphs, chunks of sound, rhyme and word endings
Read High Frequency Words quickly and make links to other words to develop vocabulary
Read on to gather more information so I work out words and predict with more accuracy
Be able to show what a paragraph is
Use book terminology, eg: print, text, title, cover, spine, author, illustrations
Show features including headings, diagrams, table of contents and indexes
Discuss pictures, character, setting, problem, plot, own experiences and make predictions
Re-read to confirm, self-monitor (cross-check) and to self-correct errors
Make the story sound more interesting by using more print conventions and indexes
Orange Reading Level
Levels 15, 16 - 6.0-6.5 years
I am learning to:
Read the story fluently and with accurate phrasing
Create a personal response to the text and share. Accept other’s point of view
Retell the story in correct sequence
Make comparisons between books
Identify the differences between different types of text
Recognise that authors write for different purposes and audiences
Make inferences and accept other people’s point of view
Identify simple ideas from non-fiction text
Ask and answer questions
Turquoise Reading Level
Levels 17, 18 - 6.5-7.0 years
I am learning to:
Make predictions using the pictures, own experience and phonological knowledge
Anticipate what might happen next and use this information to unfold the story
Stretch through words using chunks of sound making links to meaning
At a full stop . stop and check: Did that sound right? Did that make sense? Did all the words look right?
Think critically and comment about aspects of plot, characters, setting, problem and sequence of events
Give my opinions and predictions. Make inferences/conclusions and accept other people’s point of view
Re-read for more meaning: to try the sentence again, to monitor and self-correct
After attempting a word read on thinking about what word would make sense and match (cross-check)
Create a personal response to the text and share with others
Turquoise Reading Level
Levels 17, 18 - 6.5-7.0 years
I am learning to:
Retell the story in sequence and with detail
Ask and answer questions
Make comparisons between books
Make the story more interesting by noticing more print conventions and using voice inflections - full stop, comma, quotation marks, exclamation marks, ellipses
Understand more challenging vocabulary and sentence structures
Compare and describe different styles of illustrations
Use references such as dictionaries and atlases
Identify differences between different types of text
Make comparisons between books
Purple Reading Level
Levels 19, 20 - 7.0-7.5 years
I am learning to:
Read a range of texts and make comparisons between books
Think critically and share ideas
Identify rhyming words in text (orally), rhythm and alliteration
Use a variety of reading strategies to solve unknown words: Decode, Read On, Re-Read, Cross-check…...Look right? Sound right? Make sense?
Retell the story in sequence and with detail
Comment on specific aspects of plot, character and sequence of events
Create a personal response to the text and share with others
Give my opinion and predictions. Anticipate what may happen next, use this information to discuss the story.
Make the story more interesting by noticing and using more print conventions and using voice inflections
Purple Reading Level
Levels 19, 20 - 7.0-7.5 years
I am learning to:
Compare different styles of illustrations
Summarise a range of texts
Use references such as dictionaries and atlases
Know and explain such terms as:
Chapter, events, question, comment
Make inferences (conclusions/meaning) and accept other people’s point of view
Recognise many contractions,
eg: we’ll, won’t, I’ll
Understand more challenging vocabulary and sentence structures
Ask and answer questions about the text
Identify the differences between different types of texts
Gold Reading Level
Levels 21, 22 - 7.5-8.0 years
I am learning to:
Use my reading strategies independently; Use my ‘handful of clues’: decode, read on, re-run.
Words match? Make sense? Picture clues
Summarise (in detail) in my own words
Create a personal response to the text and share
Skim read to locate specific information and retell
Discuss the difference between fact and fiction
Anticipate what may happen next and use this information to unfold the story
Make my reading sound fluent, phrased and expressive
Cross-check my reading: Does it make sense? Look right? Sound right?
Point out:
Table of contents, index, diagrams, glossary, maps, headings, chapters
Gold Reading Level
Levels 21, 22 - 7.5-8.0 years
I am learning to:
Identify concepts such as:
setting, theme, plot.
Comment on characters and sequence of events
Explain purposes of headings, diagrams, contents pages, table of contents, indexes, glossary, maps and chapters
Use references such as dictionaries and atlases
Compare and discuss different styles of illustrations
Retell the story in sequence and with detail
Read a range of texts and make comparisons between them and identify differences between text types
Confidently ask and answer questions. Think and search for answers, explain to others how you got it
Silver Reading Level
Levels 23, 24 - 8.0-9.0 years
I am learning to:
Use my reading strategies independently; Use my ‘handful of clues’: decode, read on, re-run.
Words match? Make sense? Picture clues
Skim read to locate specific information and retell
Identify key words and summarise the main points and events. Sequence ideas
Create a personal response to the text and share
Recognise and use syllables and syllable division patterns
Clarify - look closer when something is confusing
Make my reading sound fluent, phrased and expressive
Cross-check my reading: Does it make sense? Look right? Sound right?
Relate ideas to own experiences and the wider world
Silver Reading Level
Levels 23, 24 - 8.0-9.0 years
I am learning to:
Actively take part in all group activities
Use references such as dictionaries and atlases
Make simple inferences
Explain purposes of headings, diagrams, contents pages, table of contents, indexes, glossary, maps and chapters
Read a range of texts and make comparisons between them and identify differences between text types
Know the meaning of some common prefixes:
be- to- in- im- pre- un- ex- dis-
Identify question types and ask a variety of questions as part of research/inquiry
Confidently ask and answer questions. Think and search for answers, explain to others how you got it
Know the meaning of some common suffixes:
-er -ly -est -ed -es -less -ful
Emerald Reading Level
Levels 25, 26 - 9.0-10.0 years
I am learning to:
Use and explain several strategies for finding and learning the meaning of unknown words
Clarify - ask questions when something is confusing
State the main ideas about what I have just read
Monitor my reading to read for accuracy and meaning
Locate information in a variety of texts and ICT
Compare and evaluate information and ideas across a small range of texts and ICT
Select a variety of texts for personal reading
Understand specific language features, structures of common text types and grammar to assist comprehension
Discuss ways in which writers use language and ideas to suit their purposes
Read for sustained periods independently
Emerald Reading Level
Levels 25, 26 - 9.0-10.0 years
I am learning to:
Use a variety of graphic organisers independently to evaluate; and compare cause and effect
Be willing to meet the challenges of more difficult texts
Explain a synonym, antonym and homonym
Choose to read in spare time and have a positive attitude towards reading
Discuss an author’s choice of words/phrases
Use references such as dictionaries, thesauruses, atlases and ICT/Google
Take an active role and work cooperatively in reading groups and literacy circles
Actively contribute to discussions and listen and respond to the ideas of others
Make inferences from what is read
Read and respond to an increasing range of fiction and non-fiction texts
Connect ideas in text to my life or something else I have read
Ruby Reading Level
Levels 27, 28 - 10.0-11.0 years
I am learning to:
Use and explain several strategies for finding and learning the meaning of unknown words
Clarify - ask questions when something is confusing
Locate and share in my own words information from a variety of texts and ICT
Monitor my reading to read for accuracy and meaning
Select a variety of texts for personal reading
Understand specific language features, structures of common text types and grammar to assist comprehension
Compare and evaluate information and ideas across a variety of texts and ICT
Ruby Reading Level
Levels 27, 28 - 10.0-11.0 years
I am learning to:
Discuss ways in which writers use language and ideas to suit their purposes over a variety of text types (genres)
Read and recognise different types of texts:
Descriptive, expository, journals and letters, narrative, persuasive and poetic
Complete routines with reading without prompting (school and home)
Be the best that I can be in instructional and independent reading activities
Read for sustained periods independently and can sustain meaning in longer novels and texts
Use a variety of graphic organisers independently to evaluate, compare and show cause and effect
Use references such as dictionaries, thesauruses, atlases and ICT/Google
Ruby Reading Level
Levels 27, 28 - 10.0-11.0 years
I am learning to:
Discuss favourite books and recommend to others
Retell in sequence and with detail a story or explain ideas from an expository text
Make inferences from what is read
Predict, check, confirm and self-correct while I am reading
Work cooperatively, taking turns and accepting that others have different points of view
Identify the main idea in a text
Analyse, interpret and discuss the author’s message
Connect ideas in text to my life or something else I have read
Sapphire Reading Level
Levels 29,30 - 11.0-12.0 years
I am learning to:
Use a range of strategies to read a variety of text types independently
Know what to do when I lose comprehension and I can justify my choice of strategy
Recognise an increasing range of text types/genres etc. I can state their main characteristics
Use a range of comprehension strategies to assist my understanding of information and ideas in texts
Identify and evaluate the writer’s purpose
Recognise correct grammar and know when my reading sounds correct or incorrect
Select texts at my level to meet specific reading purposes, eg: locating information and personal reading
Understand academic vocabulary relevant to what I am studying
Predict, check, confirm and self-correct as I read for high levels of comprehension/understanding
Sapphire Reading Level
Levels 29,30 - 11.0-12.0 years
I am learning to:
Identify key points when reading and I can ask questions and discuss these
Use references such as dictionaries, thesauruses, atlases and ICT/Google
Discuss favourite books and recommend to others
Make inferences from what is read
Be willing to attempt more difficult texts
Always actively contribute to discussions; listen and respond to the ideas of others
Respond in detail when answering questions
Recognise that certain words and phrases can create particular responses in the reader
Be the best that I can be in my learning