Pupils show that they understand single words presented in clear script in a familiar context. They may need visual cues.
Pupils show that they understand short phrases presented in a familiar context. They match sound to print by reading aloud single familiar words and phrases. They use books or glossaries to find out the meanings of new words.
Pupils show that they understand short texts and dialogues, made up of familiar language, printed in books or word-processed. They identify and note main points and personal responses [for example, likes, dislikes and feelings]. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words.
Pupils show that they understand short stories and factual texts, printed or clearly handwritten. They identify and note main points and some details. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean.
Attainment target 4: writing
Pupils copy single familiar words correctly. They label items and select appropriate words to complete short phrases or sentences.
Pupils copy familiar short phrases correctly. They write or word-process items [for example, simple signs and instructions] and set phrases used regularly in class. When they write familiar words from memory their spelling may be approximate.
Pupils write two or three short sentences on familiar topics, using aids [for example, textbooks, wallcharts and their own written work]. They express personal responses [for example, likes, dislikes and feelings]. They write short phrases from memory and their spelling is readily understandable.
Pupils write individual paragraphs of about three or four simple sentences, drawing largely on memorised language. They are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. They are beginning to use dictionaries or glossaries to check words they have learnt.