Focus | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
Locate | 4 | 11 | 12 | 22 | 9 |
Infer | 8 | 23 | 23 | 35 | 16 |
Analyse | 2 | 4 | 4 | 8 | 1 |
Evaluate | 1 | 11 | 11 | 10 | 6 |
Synthesise | 1 | 7 | 4 | 7 | 4 |
Think critically | 0 | 7 | 7 | 10 | 9 |
Purpose | 0 | 1 | 1 | 4 | 2 |
Text Features/Text structure | 2 | 7 | 14 | 16 | 8 |
Language feature | 0 | 2 | 8 | 9 | 9 |
Vocabulary | 1 | 6 | 12 | 18 | 11 |
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
- Selecting the Trees
- A story about Maui
- Newspaper report
- Activities keep you on the edge
- Where angels fear to tread
- Fā'aluma
- Wearable Art show
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
- Delicious Steamed Kai
- Spider
- Hide-and-go-seek
- House Bus
- The Lion and the Monkeys
- Moods
- The windy night
- Sofi's first night away
- Down Comes A Tree
- What or who am I?
- Rock Doc
- Giant weta
- What is it?
- Cuthbert's Babies
- A gift for Aunty Ngā
- The impossible bridge
- White Sunday in Sāmoa
- Tom's Tryathlon
- What are "they"?
- Daisy Data
- Railway Crossings
- Too Much Noise!
- Whale watch
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
- No Circulars
- Shipwreck Bay
- Buttercup
- Sand dunes
- Let's make a bird ball II
- Night in the forest
- Song of the Vagabond Tomato
- Porridge
- The Bat
- Flea feast
- Personal Mail
- Grey hair
- To work or not
- If I were...
- Taniwha
- What could it be?
- What might it be?
- Feathery Friends
- No Big Deal
- Great-grandpa
- It's snowing - again!
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
- Wind Song
- Sea-dog
- Declined
- Parcel
- Black Holes
- I'm home
- Prescription
- Selecting the Trees
- A story about Maui
- Newspaper report
- Activities keep you on the edge
- Where angels fear to tread
- Fā'aluma
- Wearable Art show
- What or who are they?
- What is Susan making?
- What am I?
- The Kuia and the Spider
- Fat, four-eyed and useless
- Voices in the Park
- Boy's Song
- The Sleeper Wakes
- Once bitten
- Dit, dit, daah
- Playing with words: implode
- Playing with words: memorable
- Fat, four-eyed and useless II
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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).
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
- Wind Song
- Sea-dog
- Newspaper report
- Activities keep you on the edge
- Looking at insects
- Hercules Beetle
- Octopuses
- 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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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.
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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.
After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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).
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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.
After one year at school, students will read, respond to, and about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). | After two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). |
Resources
Resource/s for this Reading Standard
After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. |
By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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
Resource/s for this Reading Standard
By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. |
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.