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  • Reading Level

  • VELS Reading Progression Point

Global Statement - Early

  • Early readers recognize a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literacy texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on exactly what is on the page, using sounding out as the primary word-identification strategy.

  • Notes on reading behaviors

Use of texts

  • Reads and demonstrates comprehension of texts by:
    - recalling key information explicit in a text.
    - identifying the main idea explicit in a text.
    - Selecting events to retell a text, sometimes including unnecessary events or information.
    - Linking explicit ideas in a text, e.g. Comparing a character at different points in the text.

  • Locates and selects texts appropriate to the purpose, interest and readability.

Contextual understanding

  • Expresses and justifies personal responses to text, e.g. "I didn't like... Because..."

  • Understands that authors and illustrators select information to suit a purpose and audience.

  • Recognizes how characters, people and events are represented and offers suggestions for alternatives.


  • Recognizes a bank of frequently used words in different contexts

  • Recognizes all letters by name and their regular sound

  • Explains how known text forms vary by using knowledge of:
    - Purpose
    - Some elements of organization, e.g. Procedures have headings.
    - some elements of structure, e.g. Procedures list materials and steps.

Processes and strategies

  • Draws on a small knowledge base to comprehend, e.g. Sight vocabulary, concepts and text structure knowledge.

  • Uses a small range of strategies to comprehend

  • Determines unknown words by using word identification strategies, e.g. Decoding using phonemes, onset and rime.

  • Focuses on decoding words accurately when reading an unfamiliar text which may result in limited fluency, expression and loss of meaning.

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