Welsh+Reading

Reading – Level 1 || Level Statement || Cluster Interpretation || Example || Pupils recognise familiar words. || Familiar words such as Mam, Tad, dosbarth, ty bach etc. Other labels around school. || || They connect the written form of words with their sound when reading single words. || Children can read simple vocabulary through knowledge of simple sounds and seeing the words frequently (e.g. use of flashcards, labels around school etc). || || They show an understanding of single words by the means of non-verbal responses. || E.g. flashcards with colour words – children read these to be able to sort coloured objects. Draw round body – put body part words in correct place. || || Sometimes pupil needs support/assistance. || With all the above, children may need guidance. || ||  Reading – Level 2  || Level Statement || Cluster Interpretation || Example || Pupils recognise simple and familiar words and phrases within their experiences. || Pupils build on reading simple words by extending this to phrases – e.g. ‘Sut mae’r tywydd heddiw?’ or ‘Pwy wyt ti?’ || || Pupils begin to show an interest in written material by reading some simple passages. || Simple passages could include...Helo, pwy wyt ti? Thomas ydw i. || || They show an understanding of what is read by responding to the content verbally or non-verbally. || As for example above, child could show they have understood the passage by responding to questioning or written information. || ||  Reading – Level 3  || Level Statement || Cluster Interpretation || Example || Pupils read simple texts quite clearly. || As stated. || || They understand and respond simply to texts that include an increasing range of words, phrases and short passages in familiar contexts. || Familiar contexts as covered in topic or theme e.g. family, holidays, food, pets, hobbies etc. || || They respond to poetry, stories and factual material by referring to aspects they like. || Show understanding of what they have read with appropriate answers, which could be in English. || || They begin reading independently and choose some texts voluntarily. || As stated || || Reading – Level 4  || Level Statement || Cluster Interpretation || Example || Pupils read familiar passages clearly and with some expression || As stated. || || They show an understanding of the main flow of short paragraphs or short dialogues in familiar contexts by recognising an increasing range of words and phrases and key facts. || Children may not understand every word in the passage, but through skim and scan can pick out familiar words to help understand the general theme of the text. || || They respond to the texts read by referring to significant details in the text. || Children can respond to specific questions about the text they have read. || || They develop as independent readers. || As stated. || ||  Reading - Level 5  || Level Statement || Cluster Interpretation || Example || · Pupils read clearly and with expression. || * As stated || || They respond to a variety of suitable texts showing an understanding of the main ideas, events and characters. || * At this level, the text needs to contain a variety of information that will contain events, characters and ideas. This will probably involve text that contains a variety of sentence patterns and vocabulary. || || They select relevant information from texts and express opinions simply. || Children can skim and scan text and respond through questions. || || They read independently. || As stated  || ||