Below are some illustrations straight from the Literacy Learning Progressions about in The First Year. I found them very helpful in confirming what we are doing in our room. We are aiming for students to be reading at yellow after 6months at school. We move students off magenta as soon as they have 1 to 1 pointing. They illustrations give a simple a short explanation of expected behaviours at skills for each level which is helpful to keep in the forefront of our practise.
"Although students progress at different rates, they all need to be at or near Yellow level after six months of instruction in order to reach the goal of reading at Green level by the end of the first year of school. The intention is that students will spend just long enough at each reading level for teachers to observe and confirm that appropriate processing behaviours are in place. Students have many opportunities for independent reading to strengthen their reading processing systems.
From Look at Me by Miriam Macdonald, Ready to Read (Magenta)
As soon as students start school, they begin reading texts at Magenta level. At this level, they need to:
- develop early concepts about print, such as the ideas that the print carries the message and that print is read from left to right1
- expect a text to make sense and sound right
- gain control over one-to-one word matching.
From Lāvalava by Lino Nelisi, Ready to Read (Red)
At Red level, students are learning how to process print. They make meaning of text by applying their increasing ability to attend to the print detail and their growing knowledge of sentence structures and also by using their expanding reading vocabulary and the illustrations. They need to:
- know that words are made up of sounds and that letters represent sounds
- attend to initial letters and common infl ections (for example, -s, -ed, -ing) as they read
- understand the function of some simple punctuation
- read groups of words together in phrases
- gain control over using a return sweep with multiple lines of text
- notice some errors in their reading and take action to self-correct.
Students at this level have a sense of excitement about their reading and are keen to share the connections between the texts they read and their own experiences.
From Purr-fect! by Dot Meharry, Ready to Read (Yellow)
At Yellow level, students are developing their ability to search for and use interrelated sources of information (semantic, syntactic, and visual and graphophonic).2They use a wider range of word-solving strategies and comprehension strategies to make or confirm meaning. They need to be able to:
- decode simple, regular words by using their knowledge of grapheme–phoneme relationships and by making analogies to known rimes
- use sentence structure and context to supplement information gained from partial decoding attempts
- understand the function of some language and punctuation features (for example, the use of pronouns and speech marks to help track dialogue between characters)
- use comprehension strategies such as forming hypotheses and making simple inferences.
Students at Yellow level enjoy discussing the texts they read and offering opinions about them. Their reading is fluent and well-phrased, and they usually read without finger pointing.
From The Hissing Bush by Trish Puharich, Ready to Read (Blue)
At Blue level, students apply their reading processing strategies to longer and more varied texts. They need to:
- monitor their reading, searching for and using multiple sources of information in order to confirm or self-correct
- recognise many high-frequency words automatically
- engage more deeply with texts (for example, by using comprehension strategies to generate their own questions or to evaluate the effectiveness of a text).
Students at this level are curious about language. They enjoy discovering new things and talking about their discoveries (for example, noticing that they can work out a compound word by recognising the components). They read some sections of text silently."
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