t r a c k i n g r e a d i n g p r o g r e s s（t r c k i n g r e d i n g p r o g r e s s）（35页）.docVIP

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2017-01-23 发布于四川
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t r a c k i n g r e a d i n g p r o g r e s s（t r c k i n g r e d i n g p r o g r e s s）（35页）.doc

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GUIDANCE National Curriculum Reading Levels (from: National Curriculum document and English Task Teacher’s Handbook 2003) N.B. The reading level should be based on a body of evidence, e.g. reading test, 1:1 / guided reading records, home-school records, running records, Book Bands objectives achieved/levels, PM Benchmark Kit levelling publication (including comprehension questions). LEVEL DESCRIPTORS Level 1 They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and non-fiction by identifying aspects they like. (NC descriptors). Supported by teacher’s questions, the child responded to the book by identifying aspects s/he liked or found interesting. (Source: English Task Teacher’s Handbook 2003) Level 2C The child reads more than 90% of the passage independently and most of this reading was accurate. His/her use of strategies was sometimes inappropriate for the word and paused to talk about the text or to confirm meaning. The child commented on obvious characteristics, e.g. s/he was able to recognise stereotyped good/bad characters (angel/wolf). Any retelling of the story may have been rather short or too long and heavily reliant on the illustrations. (Source: English Task Teacher’s Handbook 2003) Level 2B Pupils’ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. (NC descriptors) The child’s reading was almost entirely accurate and well paced in parts of the passage, taking some account of punctuation. S/he was able to read ahead. The child sometimes noticed when the reading did not make sense, e.g. by