Reading Expectations

Our belief is that reading is a developmentally acquired skill, and students progress at varying rates according to their chronological age and experiences. Research informs us that this can be different for every child, so our program is designed to support students at their instructional reading levels.

The elementary school has based their end of year expectations on the Fountas and Pinnell reading level system, which is widely used in international schools and throughout the world in general. Students are expected to demonstrate a proficiency in reading fluency, accuracy and comprehension. In the earlier stages of reading development, there is a strong focus on the acquisition of the knowledge and skills needed to decode text. More advanced strategies for fostering accuracy and fluency are acquired as students grow as a readers. Regardless of a student’s grade or developmental stage, emphasis is placed on demonstrating understanding of what is read and critical thinking beyond the text.

The text images and descriptors in this resource section are included to give an indication of the level of texts students are typically reading by the end of each grade. They are a guide for parents, and explain the main characteristics of the texts and the typical reading behaviors expected at each level.