Read with Understanding

	Decoding Most adults will be able to:read more	Vocabulary Most adults will be able to:read more	Language and Text Features progression Most adults will be able to:read more	Comprehension progression Most adults will be able to:read more	Reading Critically progression Most adults will be able to:read more
1.	have a bank of sight words (words they recognise automatically) use a few reliable strategies for decoding regularly and irregularly spelled everyday words in short, simple texts. read more	have a reading vocabulary of everyday words, signs and symbols. read more	understand that groups of words work together in meaningful units. read more	have some awareness of their purpose for reading expect that texts will make sense use strategies to read short, simple texts with support. read more	have some awareness of the different purposes of visual and written texts be aware that all readers and writers have a perspective (point of view). read more
2.	have a large bank of sight words use several simple, reliable strategies for decoding everyday words in short texts with some fluency and accuracy have some awareness of the accuracy of their decoding attempts. read more	have a reading vocabulary of everyday words that includes some compound words have a knowledge of word families that enables them to increase their reading vocabulary be aware that many words have more than one meaning and notice when a word is used with an unfamiliar meaning have some understanding of the purposes of acronyms and abbreviations know some everyday signs and symbols. read more	understand short, simple texts that are made up of simple sentences and compound sentences understand how capital letters and full stops are used to show where sentences begin and end recognise some common text types recognise some common visual text forms. read more	use comprehension strategies to understand short, simple texts use strategies to locate items of information in short, simple texts have some awareness of what to do and how to do it when comprehension breaks down. read more	recognise the purposes, levels of meaning and possible uses of different forms and types of written and visual texts use strategies to compare and evaluate information from different sources. read more
3.	use more complex, reliable strategies for decoding most everyday words with fluency and accuracy. read more	have a reading vocabulary of everyday words and some less common words, acronyms and abbreviations understand that some words and phrases can have figurative as well as literal meanings have strategies for finding the meanings of unknown words, including a knowledge of how to find words in a dictionary and interpret definitions. read more	understand a variety of sentence structures and paragraph structures within more complex texts be aware of how clauses can be combined and marked with commas, semicolons, or colons within complex sentences understand how simple clauses can be elaborated by adding words and phrases recognise the features and structures of a wider range of text types be aware of a range of visual text forms that can be combined with or included in written texts. read more	use comprehension strategies to assist in understanding information or ideas in longer or more complex texts use strategies to locate important information in texts have an increasing awareness of what to do and how to do it when comprehension breaks down. read more	identify writers’ purposes and ways in which writers use ideas and language to suit their purposes identify a variety of sources for specific information and use strategies to compare and evaluate information within or across different texts. read more
4.	fluently decode more specialised words, including words of many syllables monitor their reading for accuracy and sense. read more	have a reading vocabulary that includes some general academic words and some specialised words understand how word families can be generated (based on roots, prefixes and suffixes) and use this understanding to extend their vocabulary. read more		use strategies to read an increasingly varied range of more complex texts for specific purposes use strategies to locate, organise and summarise important information in texts use strategies to gather and synthesise information from across a small range of texts have increasing control over how they use comprehension strategies. read more
5.	fluently decode more complex and/or irregular words, using strategies such as inferring the unknown from the known and analysing words (for example, by identifying morpheme patterns involving less common prefixes and suffixes) decode most words automatically. read more		understand a variety of sentence structures and paragraph structures across a wide range of complex texts understand that the information in well constructed paragraphs includes both general and particular information, for example, a paragraph may move from a claim to reasons justifying the claim be aware of rhetorical patterns that are common to many text types, such as descriptions of cause and effect recognise the features and structures of a wide range of text types, including some specialised text types such as instruction manuals. read more		use strategies to analyse ideas and information and to reflect critically on surface meanings and underlying meanings evaluate the validity (truth) of information in relation to the writer’s purpose and/or the reader’s purpose. read more
6.	decode unfamiliar words rapidly and automatically. read more	have a large reading vocabulary that includes general academic words and specialised words and terms. read more		select and integrate a wide range of comprehension strategies have an awareness of how to use strategies and evaluate their effectiveness use strategies to summarise and synthesise information across a wider range of more complex texts and for more complex purposes integrate prior knowledge with new information within and across several different texts to deepen their understanding. read more	use strategies confidently to reflect critically on meaning evaluate a writer’s point of view, attitude, bias or agenda have an understanding of the language features used by writers for specific purposes. read more