Reading at the end of Kindergarten

Students are reading, responding to, and thinking critically about a variety of fiction and non-fiction texts introduced and taught at Reading Recovery (RR) level 9 and above. 

They use a range of sources of information in the text, along with their prior knowledge, to make sense of the texts they read. They know that reading should be phrased, and they read at an appropriate pace. 

With some teacher guidance, students use strategies such as asking questions and making inferences to help them think more deeply about the ideas in the text. 

When students at this level read, respond to, and think critically about texts, they: 

  • understand that we read to get meaning 
  • confidently approach challenges in their reading and persevere when they are having difficulties, because they know how to problem-solve 
  • monitor their own reading and self-correct where necessary, using strategies such as rereading text or checking further sources of information 
  • use a variety of comprehension strategies to interpret and respond to a range of texts. 

They draw on knowledge and skills that include: 

  • having all concepts about print under control 
  • using appropriate language about books, (for example, the terms title, author, and illustration) 
  • using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/) 
  • identifying all letters by name and being able to produce an associated sound for each letter 
  • automatically recognising many of the high-frequency words in their instructional texts 
  • decoding unfamiliar words by using their developing knowledge of grapheme–phoneme relationships, which enables them to: 
    • identify common graphemes (for example, sh, ch, ar, th, oy) and produce an associated sound for each one
    • apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, or, t, ch, ee; p) and using analogy to read words that contain familiar chunks (for example, ent, ad, ump)
  • decoding unfamiliar words by using some knowledge of morphology (for example, the word endings -s, -ing, and -ed) 
  • applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level 
  • understanding the meaning of basic punctuation features (for example, full stops, speech marks, and exclamation marks).