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ESF Reading Scope and Sequence

Phase 1 Phase 2 Phase 3

Phase 4

Phase 5 Proficient

Role Play Kindergarten

Experimental . Year 2

Early Year 4

Transitional Year 6

Year 1

Year 3

Year 5

Year 7

Illustrations convey meaning. Print conveys meaning. People read for pleasure. Stories can tell about imagined worlds. Printed information can tell about the real world. There are established ways of setting out print and organizing books.

The sounds of spoken language can be represented visually. Written language works differently from spoken language. Consistent ways of recording words/ideas enable member of a language community to communicate. People read to learn. The words we see and hear enable us to create pictures in our mind.

Different types of texts serve different purposes. What we already know enables us to understand what we read. Applying a range of strategies helps us to read and understand new texts. Wondering about texts and asking questions helps us to understand the meaning. The structure and organisation of written language influences and conveys meaning.

Reading and thinking work together to enable us to make meaning. Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. Identifying the main ideas in the text helps us to understand what is important. Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Authors structure stories around significant themes. Effective stories have a structure, purpose and sequence of events (plot) that help to make the author's intention clear. Synthesizing ideas and information from texts leads to new ideas and understanding. Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.

Listen to and demonstrate comprehension by talking about significant ideas in a text Display reading-like behaviour, e.g. showing an understanding of how a book works, for example, cover, beginning, directional movement, end, holds book right way up, clicks mouse to see new window Know that print carries a message but may read their own writing and unfamiliar texts differently each time

Read and demonstrate comprehension of texts by e.g. recalling some ideas explicit in a text, identifying the topic of a text and responding to questions Demonstrate that print remains constant, e.g. when listening to familiar stories, notice when the reader leaves out or changes parts, transfer knowledge of familiar words from one context to another Maintain the storyline when reading familiar texts With assistance, locate and select texts appropriate to purpose or interest Participate in shared reading, joining in with rhymes, refrains and repeated texts Read texts at an

Read and Read and demonstrate demonstrate comprehension of comprehension of texts by: texts by: recalling key recalling ideas explicit information explicit in a in a text text selecting a limited identifying main ideas number of explicit explicit in simple texts events to retell a text selecting events to linking two ideas retell a text, sometimes explicit in a text, e.g. including unnecessary an action and its events or information result linking explicit ideas Participate in shared in a text, e.g. comparing reading, posing and a character at different responding to questions points in a story - Begin to locate and Recognise a range of select texts appropriate different text types, for to purpose, interest and example, letters, readability, e.g. use poetry, plays, stories, library systems, skims novels, reports, articles contents page - Locate and select texts Realise that there is a appropriate to purpose, difference between interest and readability, fiction and non-fiction e.g. use library systems, texts skims contents page Read texts at an Read texts at an appropriate level with appropriate level with understanding understanding

- Read and demonstrate Read and demonstrate comprehension of texts comprehension of texts by: by: identifying the main idea(s) recalling key citing supporting detail information explicit in selecting events from a text an increasing range of to suit a specific purpose texts linking ideas, both explicit identifying main ideas and implicit, in a text, e.g. explicit in a range of cause and effect texts Use reference books, -linking ideas, both dictionaries, and computer explicit and implicit, in a and web-based applications small range of texts with increasing independence selecting events to and responsibility retell a text - Locate and select texts Recognise and use the appropriate to purpose and different parts of a audience, e.g. use search book, for example, engines, check currency of contents, index, information glossary Read texts at an appropriate Locate and select level with understanding texts both in print and online to suit purpose e.g. newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis Read texts at an appropriate level with understanding

Read and demonstrate Read and comprehension of texts by demonstrate considering peers comprehension of a perspectives to co-construct wide range of texts new understanding independently and - Compare texts with a with understanding Appreciate authors use similar theme by organizing information and ideas to of language and provide evidence for a interpret meaning particular point of view beyond the literal Read texts at an Locate, organise and appropriate level with synthesise information understanding from a variety of sources, including the library/ media centre, the internet, people in the school, family, the immediate or the global community Use the internet responsibly and knowledgeably, appreciating its uses and limitations Read texts at an appropriate level with understanding

Use of Texts

appropriate level with understanding

Contextual Understanding

- Make links to own experience when listening to or reading texts, e.g. points to illustrations saying I had a party. - Identify and talk about familiar characters or people from texts

Express opinions about the meaning of a story - Talk about the ways different people or characters are represented in texts - Demonstrate that print and illustrations combine to carry the message. - Identify the role of the author and illustrator of a text

- Express an opinion about a text, but may not always be able to justify it Make connections between personal experience and storybook characters Wonder about texts and ask questions to try to understand what the author is saying to the reader

- Express and justify personal responses to texts, e.g. I didnt like because - Recognise how characters, people and events are represented and offer suggestions for alternatives - Discuss the authors and illustrators purpose in creating a text

- Recognise own interpretation may differ from that of other readers or the author/s Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways - Understand that authors and illustrators select information to suit a purpose and audience

Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters - Recognise that authors and illustrators attempt to position readers - Recognise devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, omissions Distinguish between fact and opinion, and reaches their own conclusions about what represents valid information

Distinguish between pictures and written text Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words - Know repetitive patterns in very familiar stories - Recognise own name or part of it, in print

- Identify the letters of the alphabet by name and sound - Recognise a word as a unit of print with space on either side - Demonstrate understanding of the concepts and conventions of print e.g. left to right, top to bottom, spacing, capital letters and full stops Read and understand familiar print from the immediate environment e.g. signs, advertisements, logos, ICT iconography - Identifies and supplies rhyming words when listening to a text - Recognise a small bank of known words in different contexts, e.g. high frequency and high interest words

- Demonstrate understanding of the concepts and conventions of print, e.g. layout and punctuation. - Recognise a bank of frequently used, high frequency and high interest words

- Explain how a small range of text forms vary by stating:- - purpose e.g. to instruct - some elements of organization e.g. procedures have headings - some elements of structure e.g. procedures list materials and steps - Recognise a bank of frequently used words in different contexts, e.g. high frequency and high interest words

- Explain how known text forms vary by using knowledge of: - purpose, e.g. to to report - text organisation, e.g. headings, subheadings, an index, glossary - language features, e.g. timeless tense - Recognise an increasing bank of words in different contexts, e.g. subject specific words, less common words

Conventions

- Explain how a range of text forms vary by using knowledge of: purpose, e.g. to persuade text structure, e.g. problem and solution text organisation, e.g. paragraphing language features, e.g. conjunctions - Recognise an increasing bank of words in different contexts, e.g. subject specific words

- Discuss and justify own interpretation of a text - Recognise how characters or people, facts and events are represented and can speculate about the authors choices - Recognise and explain how authors and illustrators attempt to position readers - Recognise and explain devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, omissions Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genre Recognise and understand figurative language, for example, similes, metaphors, idioms

- Recognise how ones values, attitudes and beliefs impact on the interpretation of text Compare and contrast the plots and/or characters of two different but similar novels, commenting on effectiveness and impact. - Discuss the target audience for a specific text, and how the author has tailored the language, ideas and presentation to suit

- Recognise the selection of language features such as: - words to distinguish fact from opinion and bias e.g. I think ; It has been reported - synonyms to denote connotations e.g. thief, bandit, pickpocket - Recognise an extensive bank of words automatically in many contexts

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Rely upon knowledge of topic and text organisation such as pictures when reading Rely on the strategy of connecting to comprehend e.g. connects text to self Determine unknown words by using a small range of word- identification strategies e.g. sounding out, predicting using beginning letters and/or pictures Begin to draw upon a limited knowledge base to comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships Use a limited range of strategies to comprehend, e.g. prediction, connection Determine unknown Determine unknown words by using a small words by using a range range of word- of word-identification identification strategies e.g. strategies e.g. chunking, re-reading sounding out, Draw upon a small semantics knowledge base to comprehend, e.g. sight Draw upon a limited knowledge base to vocabulary, concept comprehend, e.g. topic and text structure knowledge, sentence knowledge patterns and sound- Use a small range of symbol relationships strategies to comprehend, e.g. self- Use some strategies to comprehend, e.g. questioning, adjusting comparing, predicting, reading rate connecting Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses Reflect regularly on reading and set future goals - Determine unknown words Determine unknown Determine unknown words by Determine unknown by using a range of word- words by using a range using word-identification words by using word- of word-identification strategies, e.g. analogy identification strategies identification strategies - Selects from a broad strategies e.g. reading Draw upon a wide knowledge Draw upon a wider knowledge base to on, adjusting reading base to comprehend, e.g. text knowledge base to comprehend e.g. text rate structure and organisation, comprehend, e.g. text structure and organization, -Draw upon an grammar, vocabulary structure and increasing knowledge organisation, grammar, cultural/world knowledge, Use an increasing range of grammar, vocabulary base to comprehend, vocabulary strategies to comprehend, - Select appropriate e.g. sight vocabulary, Uses a range of e.g. determining importance, strategies from a wide range concept and text strategies to solve summarising to comprehend structure knowledge comprehension Identify relevant, reliable - Determine unknown words - Use an increasing problems and deepen and useful information and range of strategies to decide on appropriate ways to their understanding of a by selecting appropriate word-identification comprehend, e.g. text use it strategies inferring, creating Make inferences and Reflect regularly on reading images be able to justify them Reflect regularly on reading and set future goals Know how to skim and set future goals Reflect regularly on and scan texts to decide reading and set future whether they will be goals useful, before attempting to read in detail Reflect regularly on reading and set future goals

Processes and Strategies

Demonstrate that print remains constant Participate in shared reading, joining in with rhymes, refrains and repeated texts Read texts at an appropriate level with understanding Express opinions about the meaning of a story Demonstrate that print and illustrations combine to carry the message. Identify the role of the author and illustrator of a text Identify the letters of the alphabet by name and sound Demonstrate understanding of the concepts and conventions of print e.g. left to right, top to bottom, spacing, capital letters and full stops Read and understand familiar print from the immediate environment e.g. signs, advertisements, logos, ICT iconography Identifies and supplies rhyming words when listening to a text

Begin to locate and select texts appropriate to purpose, interest and readability, e.g. use library systems, skims contents page Realise that there is a difference between fiction and non- fiction texts Read texts at an appropriate level with understanding Make connections between personal experience and storybook characters Wonder about texts and ask questions to try to understand what the author is saying to the reader Demonstrate understanding of the concepts and conventions of print, e.g. layout and punctuation. Recognise a bank of frequently used, high frequency and high interest words

Locate and select texts appropriate to purpose, interest and readability, e.g. use library systems, skims contents page Read texts at an appropriate level with understanding Discuss the authors and illustrators purpose in creating a text Explain how a small range of text forms vary by stating:- - purpose e.g. to instruct - some elements of organization e.g. procedures have headings - some elements of structure e.g. procedures list materials and steps Recognise a bank of frequently used words in different contexts, e.g. high frequency and high interest words

Reporting To Parents

Recognise and use the different parts of a book, for example, contents, index, glossary Locate and select texts both in print and online to suit purpose e.g. newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis Read texts at an appropriate level with understanding Understand that authors and illustrators select information to suit a purpose and audience

Determine unknown words by using a small range of word- identification strategies e.g. sounding out, semantics Draw upon a limited knowledge base to comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships

Determine unknown words by using a range of word- identification strategies e.g. chunking, re-reading Draw upon a small knowledge base to comprehend, e.g. sight vocabulary, concept and text structure knowledge Use a small range of strategies to comprehend, e.g. self-questioning, adjusting reading

Explain how known text forms vary by using knowledge of: - purpose, e.g. to to report - text organisation, e.g. headings, subheadings, an index, glossary - language features, e.g. timeless tense Recognise an increasing bank of words in different contexts, e.g. subject specific words, less common words

Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility Locate and select texts appropriate to purpose and audience, e.g. use search engines, check currency of information Read texts at an appropriate level with understanding Recognise devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, omissions Distinguish between fact and opinion, and reaches their own conclusions about what represents valid information

Locate, organise and synthesise information from a variety of sources Use the internet responsibly and knowledgeably, appreciating its uses and limitations

Read texts at an appropriate level with understanding

Explain how a range of text forms vary by using knowledge of: purpose, e.g. to persuade text structure, e.g. problem and solution text organisation, e.g. paragraphing language features, e.g. conjunctions Recognise an increasing bank of words in different contexts, e.g. subject specific words

Discuss and justify own interpretation of a text Recognise and explain how authors and illustrators attempt to position readers Recognise and explain devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, omissions Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genre Recognise and understand figurative language, for example, similes, metaphors, idioms Determine unknown words by using word- identification strategies Draw upon a wider knowledge base to comprehend, e.g. text structure and organisation, grammar,

Determine unknown words by using a range of word- identification strategies e.g. reading on, adjusting reading rate Draw upon an increasing

Determine unknown words by using word- identification strategies, e.g. analogy Draw upon a wide knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary Use an increasing range of

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Recognise a small bank of known words in different contexts, e.g. high frequency and high interest words Determine unknown words by using a small range of word- identification strategies e.g. sounding out, predicting using beginning letters and/or pictures Begin to draw upon a limited knowledge base to comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships Use a limited range of strategies to comprehend, e.g. prediction, connection

Proficient readers have developed a multi-strategy approach to identify unknown words and comprehend demanding texts such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Readers have a greater ability to connect topic, grammatical, cultural/world and text structure knowledge with what is new in the text. Proficient readers identify the target audience of a text. They draw on evidence from their own experience to challenge or question the text.

Use some strategies to comprehend, e.g. comparing, predicting, connecting

rate

knowledge base to comprehend, e.g. sight vocabulary, concept and text structure knowledge Use an increasing range of strategies to comprehend, e.g. inferring, creating images Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

strategies to comprehend, e.g. determining importance, summarizing Identify relevant, reliable and useful information and decide on appropriate ways to use it

vocabulary Uses a range of strategies to solve comprehension problems and deepen their understanding of a text Make inferences and be able to justify them

First Steps Global Statements

Readers in this phase display reading-like behaviours when interacting with texts such as picture books, traditional tales and simple informational texts. They rely heavily on topic knowledge, pictures and memorisation when reading texts previously heard. Although Role Play readers may begin to identify their own name or parts of it, they are yet to match spoken and written words.

In this phase, readers use memory of familiar, predictable texts and their developing sound- symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations.

In this phase, readers use memory of familiar, predictable texts and their developing sound- symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations.

Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy.

Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy.

In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness.

In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness.

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Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a book, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are reading to construct meaning. Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognise them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning. Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognise them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning. Learners show an understanding that text is used to convey meaning in different ways and for different purposes- they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognise that the structure and organisation of text conveys meaning. Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

IBO Overall Expectations

Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them further knowledge about, and understanding of, the world.

Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them further knowledge about, and understanding of, the world.

Notes: Bullet point= IB Language Scope and Sequence Hyphen= First Steps Indicators Reference has been made to the New Zealand Language Curriculum