A Learner’s reading achievement checklist Indicate the level of achievement of each learner by using the following checklist.
Reading strategy
Skimming Scanning
Read for specific information
Use prior knowledge
Clarify
This reading skill is achieved if the learner …
Identifies key words and small bits of information that will help to give an overview of the text
Quickly looks over a passage focussing on locating key words or specific information
Follows instructions carefully in order to select specific information needed
Uses existing information to help make sense of new information
Finds someone who can help or uses a dictionary. Re-reads the passage until understanding is reached
Classify and organise
Looks for key words or features and uses them to put information that belongs together into groups, tables or mind maps
Evaluate and draw conclusions (higher order skill)
Preview and predict (higher order skill)
Restate and summarise (higher order skill)
Use visual clues
Asks questions and decides on answers. Gives reasons for these conclusions
Looks at the title, headings and any pictures to get an idea of what the text is about. Uses clues from the passage to make a sensible guess as to what may happen
Restates information using key words, and main and supporting ideas
Knowledge and skills required to master this skill
• Knows what key words are • Moves eyes quickly over text without reading every word • Is able to establish general idea or overview of text
• Moves eyes quickly over the text, stopping at key words • Locates correct information
• Reads and understands an instruction • Can follow or execute a written instruction correctly
• Can use general knowledge or previously learnt knowledge to work out meaning of a text
• realises that she/he has not fully understood and seeks clarification
• can use a dictionary or thesaurus to clarify meanings of words • asks appropriate questions to make sure they have understood
• Recognises similarities and differences • Understands what is meant by criteria for sorting • Is able to use criteria to organise information appropriately • Is able to use information from a variety of sources • Understands and uses a range or sorting methods, e.g. tables, columns, rows, graphs, etc.
• Understands that there is more than one option or viewpoint • Is able to form an opinion • Is able to use facts to support opinion • Understands the difference between fact and opinion • Is able to use criteria to help assess or evaluate options
• Uses prior knowledge of form and/or content to make sensible predictions
• Understands the basic structure and layout of different types of texts and can use this knowledge
• Knows how to look for clues and key words to help preview or predict outcomes
• Is able to make use of key words to unlock meaning • Is able to use own words to explain or summarise information • Understands and uses terms like main idea, facts, opinion, evidence, supporting ideas
• Is able to make links between and use information from different sources
Looks for clues and symbols in visual text and interprets how colour, design and images have been used to make meaning and create an effect
Visualise and respond (higher order skill)
Thinks about personal reactions to a text and asks why. Explains feelings about a text and gives reasons for this attitude
• Recognises symbols • Is able to infer meaning from pictures, symbols, diagrams • Is able to use prior knowledge to help infer meaning accurately • Is able to explain and describe what has been understood
• Recognises that they have reactions and opinions • Is able to empathise and sympathise • Is able to express and interpret and even classify reactions and responses to texts
• Is able to predict and use prior knowledge to deepen responses
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