English ARBs and key reading focus

These reading assessment resources from the ARBs have been mapped to the key foci from the 2009 National Standards Reading progressions and the Literacy Learning Progressions.
 
Focus Level 1 Level 2 Level 3 Level 4 Level 5
Locate 4 11 12 22 9 
Infer 8 23 24 35 16
Analyse 2 4 4 8 1
Evaluate 1 11 11 10 6
Synthesise 1 6 4 7 4
Think critically 0 7 7 10 9
Purpose 0 1 1 4 2
Text Features/Text structure 2 7 14 17 8
Language feature 0 2 8 10 9
Vocabulary 1 6 12 18 11
Component: 

Resources

Locate Year 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Locate Year 3 - 4 (Level 2)

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.
By the End of Year 4

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

Locate Year 5 - 6 (Level 3)

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

Locate Year 7 - 8 (Level 4)

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

Infer Year 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Infer Year 2 - 3 (Level 2)

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.
By the End of Year 4

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

Infer Year 5 - 6 (Level 3)

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

Infer Year 7 - 8 (Level 4)

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

Analyse Year 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Analyse Year 3 - 4 (Level 2)

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.
By the End of Year 4

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

Analyse Year 5 - 6 (Level 3)

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

Analyse Year 7 - 8 (Level 4)

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

Evaluate Year 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Evaluate Year 3 - 4 (Level 2)

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.
By the End of Year 4

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

Evaluate Year 5 - 6 (Level 3)

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

Evaluate Years 7 - 8 (Level 4)

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

Synthesise Years 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Synthesise Years 3 - 4 (Level 2)

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.
By the End of Year 4

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

Synthesise Years 5 - 6 (Level 3)

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

Synthesise Years 7 - 8 (Level 4)

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

Vocabulary Years 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Vocabulary Years 3 - 4 (Level 2)

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.
By the End of Year 4

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

Vocabulary Years 5 - 6 (Level 3)

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

Vocabulary Years 7 - 8 (Level 4)

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

Text structure/features Years 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Text structure/features Years 3 - 4 (Level 2)

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.
By the End of Year 4

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

Text structure/features Years 5 - 6 (Level 3)

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

Text structure/features Years 7 - 8 (Level 4)

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.
Language features Years 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Language features Years 3 - 4 (Level 2)

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.
By the End of Year 4

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

Language features Years 5 - 6 (Level 3)

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

Language features Years 7 - 8 (Level 4)

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.
Purpose Years 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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

Purpose Years 3 - 4 (Level 2)

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.
By the End of Year 4

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

Purpose Years 5 - 6 (Level 3)

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).

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Purpose Years 7 - 8 (Level 4)

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.
Thinking critically Years 1 - 2 (Level 1)
Reading Standard (Level 1/Year 1-2)
 
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).

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Thinking critically Years 3 - 4 (Level 2)

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.
By the End of Year 4

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

Thinking critically Years 5 - 6 (Level 3)

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

Thinking critically Years 7 - 8 (Level 4)

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

Locate Year 9 - 10 (Level 5)

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Infer Year 9 - 10 (Level 5)

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Analyse Year 9 - 10 (Level 5)

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Evaluate Year 9 - 10 (Level 5)

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Synthesise Year 9 - 10 (Level 5)

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Think critically Year 9 - 10 (Level 5)

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Purpose Year 9 - 10 (Level 5)

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Text Features/Text structure Year 9 - 10 (Level 5)

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Language features Year 9 - 10 (Level 5)

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Vocabulary Year 9 - 10 (Level 5)