Levels 1-2

Tips: Once students can match 1:1,

get them off level 1
Focus Strategies
1 to 1 matching finger to word
Moves across the page left to right (level 1)
uses cover of book to predict the story
uses the pictures to help with reading
remembers and repeats language patterns
recognises 1 or 2 high frequency words
knows where to start reading
reads left to right and turns pages appropriately
identifies a word/ letter/ space
return sweep to the left (level 2)
identifies front/ back cover and title page
uses initial letter/ sound to work out unknown word
makes acceptable substitutions
identifies full stops
notices features of words and letters eg realises
mum and me start with m

Levels 3-5

Tips: Once students can track (1:1), remove the use of the
finger and teach to track with their eyes.
This influences their fluency

Focus Strategies

Begins to track with eyes

Points at difficulty

Reads some simple punctuation

(eg pauses at full stops)
Identifies many high frequency words easily
Rereads to check meaning or work out a word
Expects reading to make sense
(uses details in pictures)
Can talk about what was read,
recalling some details
Begins to read fluently, eg 2 word phrasing
(eg said mum, baby bear)
Uses prediction and prior experiences to read
with understanding
Checks for meaning (does it make sense?)
Checks errors with visual information such as letters,
blends and smaller words within words (eg an in can)
Starts to discuss structural errors eg tense run/ran,
come/came and then refers top visual information
to confirm

Levels 6-11
Tips: Fluency is the key for these levels
Focus Strategies

Reads fluently with appropriate

phrasing and expression

Uses sound/letter relationships, known words

and chunks to work out new words

Rereads to maintain meaning and structure

Self corrects some errors

Relies less on pictures and more on

clues in the text

Can talk about the story just read

and recalls details

Can also relate story read to self or other texts

Uses meaning, structure and visual information
to self-monitor, search and self correct

Level 12-16
Tips: Level 12 is a difficult level to master, as it
introduces new patterns and concepts. Extra time may
be needed. It is important to note that once students
achieve a level 12, they have gained many strategies
needed to be competent readers. Students should not
fall below 12 once they have achieved it

Focus Strategies

Recognises most words quickly

Uses meaning structure and visual

information to solve problems

Rereads phrases to work out words

Self corrects to improve fluency

Uses punctuation to assist smooth reading

Actively figures out new words using a

range of strategies (syllables, chunks,
meaning, onset and rime)

Reads fluently, slowing down to figure out

new words, then resumes speed

Self corrects when meaning is disrupted

Discusses features eg problems/solutions

Level 17-20
Tips: These readers would be fluent
and competent on most texts

Focus Strategies
Sustains reading for meaning through a
longer text or over several days
Uses meaning, structural and visual
information to process texts
Self corrects at point of error
Uses a variety of strategies to
work out new words
Is able to discuss these strategies
Rereads when needed
Reads fluently with phrasing
and expression
Demonstrates an understanding of the
story and characters
Uses evidence of the text to express an
opinion

Level 21-26
Tips: These levels are allowing the students to
acquire new vocabulary and relate known
things to new information
Focus Strategies

Reads silently some of the time

Sustains attention to meaning of a longer

text over several days

Uses meaning, structure and visual

information in integrated way on the run

Uses phrasing and expression when

reading orally

Flexibly uses multiple word solving

strategies while maintaining meaning

Can recall and discuss the plot,

characters and events

Makes connections between self, own

knowledge and other texts

Acquires new vocabulary