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Learning Outcomes & Indicators

At Middle Upper Primary: Stage B1 the student is able to:

Communication

B1.1 ESREB101

Read with understanding short texts based on simple language structures, well known vocabulary and familiar contexts. This is evident when the student is able to: read independently short, known texts, e.g. shared class story, a favorite book read some previously encountered words and phrases in new contexts, e.g. pencil, book, table, I saw a …, Here comes the …, Once upon a time … read some common signs and logos, e.g. brand names, advertisements gain information from simple maps, tables or diagrams make predictions when reading a new text or listening to text read aloud talk about a familiar book, e.g. describes an incident, responds to characters.

Aspects of language

Contextual understanding

B1.2 ESREB102

Show understanding of the basic purposes of different texts, and bring knowledge about the purposes of reading in the first language to reading in English. This is evident when the student is able to: identify the basic purposes and likely audiences of different text types, e.g. newspapers, catalogues, books, comics, computer programs identify the difference between factual and fictional books, e.g. through layout understand that different people read texts for a variety of purposes choose appropriate texts in English for a particular purpose.

Linguistic structures and features

B1.3 ESREB103

Use knowledge of basic conventions of print and text organisation, a developing English sight and oral vocabulary and a developing knowledge of English features to read new texts. This is evident when the student is able to: recognise the difference between English texts and texts in other languages read sentences that use basic subject-verb-object sentence patterns, where content and vocabulary are familiar read some common letter patterns in new words, e.g. st in stop, ing in running use some of the terminology of reading, e.g. author, title, letter, word, sentence use appropriate intonation and phrasing when reading aloud a known text.

Strategies

B1.4 ESREB104

Use a developing knowledge of English and the way English is represented in print to read and understand simple texts, and to take part in reading activities. This is evident when, for example, the student is able to: use key words to understand texts read or listened to choose appropriate books to read, e.g. on the basis of familiar English and content, illustrations, size and amount of print, and layout use text organisational features to find information in texts, e.g. headings, labels, diagrams reread familiar self-chosen texts use some word attack skills to decode, e.g. initial letters, frequent letter patterns identify base words within other words, e.g. walk, walking, walked imitate the teacher’s model when reading familiar texts aloud, e.g. use similar emphasis, intonation and repetition.