Reading Understanding will consist Simple original Contexts for Readers will Reading will be Readers will be Readers will Progression mainly of texts with an reading will be develop and use supported by increasingly access an familiar language increasing range widened to a range of word lists and independent, increasing and may be of vocabulary, include a strategies to other support using bilingual variety of texts, modified for ease some of which growing of work out materials and dictionaries with e.g. of understanding. will be themes. meaning, e.g. may still require confidence. Fairy tales Initially this will unfamiliar. This will include scanning for teacher support. Less support will Easy readers be limited to the life and information; be needed from Rhymes understanding culture of other recognising word Instructions personal countries. cognates; picture banks or Recipes information and using displays. Poems learned language. contextual Text Text exemplars clues messages may include Jokes labels, simple Tongue instructions and twisters signs. Reading Learners will demonstrate developing skills through planned activities such as searching the internet for information in the modern Assessment language on a project, reading from a range of texts for information on events or reading an extract from a novel which fits in with their Advice topic. They will demonstrate their understanding and progress in a range of ways, such as sequencing picture prompts, summarising key points or following instructions.
Reading Understanding Progression will consist mainly of familiar language and may be modified for ease of understanding. Initially this will be limited to understanding personal information and learned language. Text exemplars may include labels, simple instructions and signs. Simple original texts with an increasing range of vocabulary, some of which will be unfamiliar. Contexts for reading will be widened to include a growing of themes. This will include the life and culture of other countries. Readers will develop and use a range of strategies to work out meaning, e.g. scanning for information; recognising cognates; using contextual clues Reading will be supported by word lists and other support materials and may still require teacher support. Readers will be increasingly independent, using bilingual dictionaries with confidence. Less support will be needed from word picture banks or displays. Readers will access an increasing variety of texts, e.g. Fairy tales Easy readers Rhymes Instructions Recipes Poems Text messages Jokes Tongue twisters Reading Assessment Advice Learners will demonstrate developing skills through planned activities such as searching the internet for information in the modern language on a project, reading from a range of texts for information on events or reading an extract from a novel which fits in with their topic. They will demonstrate their understanding and progress in a range of ways, such as sequencing picture prompts, summarising key points or following instructions.
ML-Framework-draft-16-18th-Dec-15.docx