| Focus | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| Locate | 4 | 17 | 12 | 24 | 8 |
| Infer | 7 | 30 | 26 | 36 | 20 |
| Analyse | 1 | 5 | 5 | 8 | 1 |
| Evaluate | 1 | 12 | 11 | 11 | 6 |
| Synthesise | 0 | 7 | 5 | 5 | 3 |
| Think critically | 0 | 7 | 7 | 10 | 8 |
| Purpose | 0 | 1 | 1 | 4 | 2 |
| Text Features/Text structure | 2 | 9 | 14 | 17 | 7 |
| Language feature | 0 | 2 | 7 | 9 | 9 |
| Vocabulary | 0 | 6 | 14 | 17 | 10 |
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
- The Whispering Giant
- The Winner Loses
- Flying to remote places
- George and Lennie
- The Diving Competition
- Protecting Our Kaimoana
- An Inspiration
- Haircut lament
- Going on a school camp
- Huckleberry Finn
- Declined
- Parcel
- Black Holes
- No sweat for Sian!
- Prescription
- Acknowledgements
- Selecting the Trees
- A story about Māui
- Newspaper report
- Activities keep you on the edge
- A Shattering Breakthrough
- Where angels fear to tread
- Fā'aluma
- Wearable Art show
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Resources
- Delicious Steamed Kai
- Spider
- Hide-and-go-seek
- House Bus
- The Lion and the Monkeys
- Why possums live in trees
- Mako shark
- Moods
- The windy night
- Sofi's first night away
- Down Comes A Tree
- A Load of Junk
- What or who am I?
- Rock Doc
- Giant weta
- What is it?
- Cuthbert's Babies
- The impossible bridge
- A gift for Aunty Ngā
- White Sunday in Samoa
- Tom's Tryathlon
- What are "they"?
- Daisy Data
- Railway Crossings
- Too Much Noise!
- Whale watch
- Shoes for the King
- The Missing Socks
- Treasure Island III
- The Lion and the Mouse
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
- Creating sculptures
- The Moa
- The Dinosaur climber's kit
- No Circulars
- Buttercup
- Sand dunes
- Let's make a bird ball II
- Night in the forest
- Song of the Vagabond Tomato
- Porridge
- Magic stuff
- The Bat
- Flea feast
- Personal Mail
- Grey hair
- To work or not
- Skaters – are they really to blame?
- If I were...
- Taniwha
- Cuthbert's Babies
- What could it be?
- Feathery Friends
- No Big Deal
- Great-grandpa
- It's snowing - again!
- Porridge - SJ 3/3 1996
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
- The Whispering Giant
- The Winner Loses
- Flying to remote places
- George and Lennie
- The Diving Competition
- Haircut lament
- Huckleberry Finn
- Learning to Read
- Sea-dog
- Declined
- Parcel
- Black Holes
- Prescription
- Selecting the Trees
- A story about Māui
- Newspaper report
- Activities keep you on the edge
- A Shattering Breakthrough
- Where angels fear to tread
- Fā'aluma
- Steep streets
- Wearable Art show
- Shark Scare
- Fever
- Saving our national bird
- What or who are they?
- What is Susan making?
- The Kuia and the Spider
- Fat, four-eyed and useless
- Voices in the Park
- Boy's Song
- The Sleeper Wakes
- Once bitten
- Playing with words: implode
- Playing with words: memorable
- Fat, four-eyed and useless II
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
- Protecting Our Kaimoana
- An Inspiration
- Sea-dog
- Newspaper report
- Activities keep you on the edge
- Looking at insects
- Octopuses
- Hercules Beetle
- Keiko the killer whale
- Sailing
- Albatross
- Flood prevention
- Voices in the Park
- Changes of state II
- Playing with words: implode
- Playing with words: memorable
- Ko Bakong
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Relevant Literacy Learning Progression/s
After Three Years at School
When students at this level read, respond to, and think critically about texts they:
-
Integrate and use a variety of comprehension strategies, including:
- Evaluating information and ideas within a text in terms of their purposes for reading.
When students at this level read, respond to, and think critically about texts, they:
They draw on knowledge and skills that include:
-
meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 6
When students at this level read, respond to, and think critically about texts, they:
-
understand how to select from and use their repertoire of comprehension strategies, which include:
- locating and summarising ideas (e.g., by skimming and scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).
Resources
Relevant Literacy Learning Progression/s
By the End of Year 8
When students at this level read, respond to, and think critically about texts:
They draw on knowledge and skills that include:
- recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms.
Resources
Resources
- Marathon - The Legend and the Truth
- Bug the Aphids
- Socrates
- What is it? II
- Theft costs us all
- Do you get it?
- Runaway weather balloon
- Cool to pierce?
- Diving
- Happy birthday consumer
- Be my Valentine
- Parachuting
- What is the main idea?
- The gift
- What is this tiny thing?
- Memory
- Tangiwai
- Ecological islands
- The Terotero
- Up from the Ashes: "grateful"